Ms. Nelson Kauffman US History 2010
UNIT 1: American Revolution; Student Syllabus
Our first unit will introduce some basic themes in the course, such as “why do we study History?” and “What does it mean to be an American in a global society?” As this year unfolds I want you to consider what values, ideas, and events shape who we Americans and you are. How would you describe this country that we live in? Has the concept of what it is to be an American changed over the course of our history? Do we see defining elements of the American experience that are still with us from hundreds of years ago? After we lay the foundation for this course, we will begin by looking at the events that led to the American Revolution and the creation of the United States of America.
Europeans from many countries came to America largely looking for freedom and opportunity. When they arrived in the New World they found a well-established Native American civilization. Those two cultures clashed, but they also influenced each other and began to create a unique and diverse nation.
During the American Revolution, (also known as the War for Independence) the American colonists split from England and created their own country, the United States. The creation of this new country was a daring and risky experiment. First off, many people believed America had no chance of winning a war against England. Even John Adams, one of our Founding Fathers, said only 1/3 of the Americans supported the Revolution, 1/3 supported England, and 1/3 did not care. Furthermore, George Washington led a rag tag army against England, the strongest country in the world. Remember that anyone who fought the British risked their lives because they would be hanged as traitors, if caught. The Founding Fathers also created a new government based on “rule of the people” (democracy), which did not exist anywhere in the world at this time. Even after the US beat England in the war, many thought Americans were doomed to failure. In this unit we will examine the struggle to create our new country.
Unit 1 essential questions:
The following are the essential questions we will examine for this unit. Be sure you can respond thoroughly to all of the following questions, as you will be assessed on your ability to do so.
1. Why study history? What can we learn from the past?
2. How do we remember history? (Whose “story” is it? Why do we have multiple perspectives on history?)
3. How do past experiences, ideas and cultures shape what it means to be an American?
4. How can disasters occur when cultures stop trying to understand each other?
5. How did the French-Indian War eventually lead to the American Revolution?
6. Was the American Revolution justified? (or could Americans have resolved their differences with
England peacefully?)
7. Why did America win the War for Independence against England?
Unit 1 skills:
- Effective note-taking and listening
- Interpreting maps
- During Reading techniques (marginal notes and “talking to the text”)
- Recognizing multiple perspectives in primary and secondary sources (includes using SOAPS technique to analyze primary sources)
- Communicating effectively in writing and speaking (including persuasive writing)
- Using context clues to define words
Assessment Activities
- Autobiography
- Collage on what it means to be an American
- Goree Island persuasive essay
- Baseline geography test
- Mercantilism poster
- Oral presentation/debate: Lord Grenville’s advisors on French-Indian War
- Debate between American colonists and England
- Quizzes and test
Vocabulary:
Colonialism
13 colonies
Natural resources
Raw materials
Finished or manufactured goods
Exports
Imports
Balance of trade
Mercantilism
Triangular trade
Middle Passage
Transatlantic Slave Trade
French-Indian War
Royal Proclamation of 1763
Sugar Act of 1764
Quartering Act of 1765
Stamp Act of 1765
No taxation without representation
Sons and Daughters of Liberty
Declaratory Act
Townshend Acts
Boston Massacre and Crispus Attucks
Boston Tea Party
Intolerable Acts
First Continental Congress
Founding Fathers
Declaration of Independence
Revolution
Daily assignments: The following are due on the day indicated. Remember that I do not accept late homework.
Tuesday, 2/2/10: Collage due
Thursday, 2/4/10: Read pages 59-61 in textbook and do worksheet
Monday, 2/8: textbooks covered
Tuesday-Thursday, 2/9-11: While I am out you must complete:
- Goree Island Design sheet
- American Colonial Resistance Worksheet (quiz Friday)
- Goree Island essay in class on Thursday. Print/e-mail it and attach to first version and design sheet. (give to Ms. Nelson Kauffman on Friday)
- Study for 13 colonies map and unit 1 vocabulary quiz on laptop Friday, 2/12
Friday, 2/12
- Vocabulary quiz (check unit vocabulary) & label 13 colonies on map
- Using textbook defined ALL terms on “American Colonial Resistance” worksheet
- Goree Island final draft (attached to rough draft I commented on, rubric I graded, design sheet, and reading packet)
Wednesday, 2/24/10: Loyalists vs. Patriots debate: come prepared with
- Debate statement for opening, closing, troops or tax issue
- Poster
- prepared notes (including handouts)
Thursday, 2/25/10: Complete left half of Declaration of Independence t-chart
Friday, 2/26/10: Read pages 107-108 and complete t-chart
Tuesday, 3/2: Unit 1 test, including 13 colonies map
