Course Profile American History, Grade 11, University Preparation, Catholic and Public
Unit 1: Establishing the American Nation (1608-1791)
Time: 24 hours
Activity 1 | Activity 2
| Activity 3 | Activity 4
| Activity 5 | Activity 6
| Activity 7
Students
explore the roots of many of the themes and issues of American history. The
colonial period, causes and events of the American Revolution, and the
development of the Constitution and Bill of Rights are the key content areas.
Historical skills introduced in previous grades (e.g., causation, how to use
primary sources) are extended.
|
Activity |
Time |
Expectations |
Assessment/Evaluation |
Student Tasks |
|
1.1
Clash of Cultures |
120 min |
COV.01,
CCV.03, CHV.03, SEV.01, CO1.02, CC2.01, CC3.03, CH1.04, CH2.01, SE1.03 |
Knowledge/Understanding |
Note-making
and writing using inquiry questions quiz |
|
1.2
Regionalism and the Beginnings of Slavery |
240 min |
COV.02,
CHV.01 SEV.02, CO1.01, CO1.05, CH1.04, SE1.04 |
Thinking/Inquiry |
Individual
and group presentation |
|
1.3
From Loyal Subject to Rebel |
210 min |
CCV.03,
CHV.01, CC3.01, HIV.04, SEV.02, CC3.O2, CC3.03, SE3.02, HI2.02, HI2.03 |
Knowledge/Understanding Thinking Application |
Writing
in role |
|
1.4
Revolution Realised |
150 min |
CCV.03,
CC1.01, CC3.01, HIV.02, HIV2.04 |
Knowledge/Understanding Thinking |
Creating
a timeline |
|
1.5 The
Ideals of the Revolution |
180 min |
CCV.02,
CHV.O1, CC2.01, CC2.03, CH1.03 |
Knowledge/Understanding |
Using
primary sources |
|
1.6 The
Nature of the Constitution |
180 min |
CHV.01,
SEV.O3, CC2.01, CC2.03, CH1.02, CH1.03, SE3.01, SE3. 04 |
Knowledge/Understanding Thinking Application |
Analysing
primary sources |
|
1.7
Culminating Activity |
240 min |
HIV.01,
HIV.02, HIV.03, HI1.01, HI2.04, HI3.01, |
Knowledge/Understanding Application Thinking/Inquiry |
Creating
a stamp with argumentative essay |
Note: Teachers would want to test the
knowledge and skills learned in this unit. Two hours are available for that
type of summative evaluation activity.
Time: 120 minutes
This activity
will provide students with an opportunity to demonstrate their historical
inquiry skills through an examination of the change and continuity experienced
when Aboriginal peoples and Europeans first met. By formulating questions,
researching answers, and presenting their findings in well-constructed
organizers and journals, students will develop a greater understanding and
appreciation of the complexities relating to early American colonization.
Strand(s): Communities, Citizenship and Heritage, Social,
Economic, and Political Structures
Overall
Expectations
COV.01 -
demonstrate an understanding of the interactions among diverse groups and
communities in the United States throughout its history;
CCV.03 -
demonstrate an understanding of the use and importance of chronology and cause
and effect in analysing the history of the United States;
CHV.03 -
assess the influence of key individuals and groups who helped bring the United
States into a position of world cultural hegemony;
SEV.01 -
demonstrate an understanding of the effect on the development of American
society and daily life on social and technological changes.
Specific
Expectations
CO1.02 -
compare the experiences of immigrant groups and their influence on American
history (e.g., European settlers in Colonial America, slaves forcibly brought
from Africa);
CC2.01 -
describe aspects of American history that reflect the process of continuity
(e.g., the frontier);
CC3.03 -
explain how the study of cause and effect contributes to our understanding of
change and continuity through the course of American history (e.g., westward
pioneer migrations and conflict with Aboriginal peoples);
CH1.04 -
demonstrate an understanding of the continuing importance of organized religion
in American social and political life;
CH2.01 -
describe the conflict of ideals between Aboriginal peoples and European
Americans and its development over time (e.g., concept of private property,
role of family and clan, concepts of spirituality);
SE1.03 - analyse
the changing roles played by minority groups in the development of American
society (e.g., Aboriginal peoples, African Americans).
Students
should possess an understanding of American colonization based on the social,
political, and economic factors that gave rise to
·
The
teacher assigns a reading for this historical inquiry that covers the various
reasons for exploration and settlement in the American colonies, as well as the
impact on the Aboriginal peoples. Create a class ‘word wall’ of new terms for
ESL learners.
·
The
teacher assigns additional audio-visual and computer-assisted sources to
enhance student understanding of the clash of cultures once settlement
encroached on the Aboriginal peoples.
·
Teacher
creates a master Analysis Sheet, and has the students complete it and the
journal for assessment/evaluation.
1. The teacher delivers a lesson using the
Socratic method on the reasons why various European groups chose to explore and
eventually inhabit the eastern seaboard of the North American. The main impetus
for exploration was the desire for a quick profit, while settlement was
undertaken mainly for religious freedom, trade, and commerce. A brief overview
of the period up to the 1730s should be given to the class to help them with
the parameters of this assignment.
2. The teacher provides students with examples
of questions they are to individually prepare for their historical inquiry:
·
Causal – What geographic
features caused the
·
Comparative – How did the climate
of
· Decision-Making – What was done to make sure there was enough labour for large southern plantations?;
· Definitional – What is a “proprietorship”?;
·
Factual – What Native Americans
did Oglethorpe encounter in
· Speculative – What would have happened to the Native Americans if William Penn had not accepted Charles II’s offer? Students will need to revise their questions as they gain new knowledge.
3. The teacher should have seatmates compare the
quality and variety of each other’s questions. Students might share questions
with the class that they feel have particular merit in dealing with the
upcoming research. Students are asked to read a section of the textbook dealing
with this period and attempt to find answers to their questions. Point-form
notes should be taken to answer these questions, and identify other
unanticipated areas of historical merit. Additional research may be permitted.
Student notes are collected to assess individual comprehension and completion
of this assignment.
4. For extension, students should be given
copies of source documents that detail the varied contacts and clashes of
cultures experienced during this period. Excerpts from Captain John Smith’s General
Historie of Virginia, 1624, Richard Frethorne’s Letters to His Parents,
1623, or any other appropriate sources will serve to make this point. Students
must be forewarned concerning the very different conventions of language in
practice during the Seventeenth Century, as these will make for difficulties in
comprehension. Students should record how many of their questions are answered
using these documents.
5. Students should be given opportunities to
assess the impact of European settlement through a selection of multi-media
sources. Commercial movies and computer simulations provide a rich resource on
changing Native American cultural habits during this transitory period (see
Resources). Students should objectively assess the accuracy of these depictions
by comparing them to accounts found in printed sources. Is there sufficient
accuracy in the representation of Aboriginal peoples, or are they
stereotypically depicted? Was the representation of these peoples balanced to
show them in a positive light, or were they represented simply as barriers to
expansion?
6. The
class should then be divided into groups of four. Each group is to decide upon
three general questions that every student needs to be able to answer regarding
this Contact/Clash of Cultures in American history. Once this task is
completed, the class will refine the questions from all the groups and arrive
at a class consensus of three questions that will form the Journal part of this
final assessment/evaluation.
7. From their accumulated notes, students are to
complete the Cause and Effect Analysis Sheet using a master provided by the
teacher. This sheet will contain a blank chart for students to record five
major events in this Contact/Clash of Cultures period and a Journal writing
section. The sheet is to be handed in for assessment/evaluation by the teacher.
Note: Numbers refer to the
Teaching/Learning Strategies.
1 Diagnostic Assessment: During the
review of prior and background knowledge, the teacher works to assess the
individual strengths and weaknesses of the students as they pertain to
knowledge and communication skills. This should not be used to formally assess
students, but to act as a needs assessment.
3/4/5/6 Formative Assessment: Student notes
will be used to assess their individual progress as it relates to the skill of
formatting questions, note-taking from a variety of sources, and the ability to
detect the bias of others. Teacher observations of classroom activities will be
used to assess student ability to work effectively together on group
assignments. Multiple opportunities should be provided for students to meet
with success.
7 Summative Evaluation: The evaluation
of this Cause and Effect Analysis Sheet will indicate to the teacher how
successful students are at conducting an inquiry on a specific historical
event. The results of this evaluation can be used to assist students in working
towards successfully completing the culminating activity.
·
Wall
maps of the American eastern seaboard along with posters, charts, lists of
defined terms, and other visual aids should be used. When appropriate, copies
of these should be provided to students. For a summary of appropriate
strategies/activities, teachers are directed to an article by D.A. Cantu in the
Spring 2000 issue of RAPPORT, the Journal of the Ontario History and
Social Science Teachers’ Association.
·
Ensure
through class discussion that the steps and expectations for every task are
understood prior to students’ commencing work on them. Peer tutoring in class
should be established as soon as the teacher can determine the needs of the
individual learners.
Print
Hux,
Allan, Fred Jarman, and Bill Gleberzon. America: A History, 2nd. ed.
Toronto: Globe/Modern Curriculum Press, 1989.
Websites
Colonial
America – www.mcps.k12.md.us/schools/travilahes/colonial.html
List of links to every aspect and major event of life in colonial America
Colonial
America 1600-1775 – http://falcon.jmu.edu/~ramseyil/colonial.htm
Includes maps, lesson plans, bibliographies, and links on every aspect of
American life during this period. Has a timeline of significant events in early
America. Links to state histories, military history, everyday life and customs.
Colonial America Time-Line –
http://members.aol.com/ntgen/hrtg/coltmln.html
Links to major events in American colonial history. Organized in chronological
order. For example, begins with Columbus, includes founding of Jamestown
colony, Mayflower, early wars, and so forth.
Colonial
U.S.A. – www.geocities.com:80/Athens/Forum/9061/USA/colonial/colonial.html
Links to topics such as Native American history, the Mayflower, Salem witch
trials, lives of famous early Americans and documents.
Library
of Congress, American Memory – http:memory.loc.gov/
Documents and a series of lessons on how to use primary sources. Access to
additional 90 sites.
Simulations
Colony
Quest - computer
simulation
Seven
Cities of Gold -
computer simulation
Time: 240 minutes
This
assignment gives students an appropriate vehicle with which to consolidate
their understanding of how differentiated life was throughout the Thirteen
Colonies. In examining the conditions that gave rise to these successful
settlements, students come to appreciate the diversity that eventually came to
be known as the American condition. It was this ability to adapt to their
changing environment that marked the innovative character of the American
nation. One unfortunate aspect of American growth was a reliance on slavery to
provide an inexpensive source of labour for farmsteads. Students examine how
slavery became an entrenched institution in American life. This activity should
provide students with a further opportunity to refine their research, group
work, and communication skills by undertaking an intensive study of one aspect
of colonial life and presenting it to the class.
Strand(s): Social, Economic, and Political Structures,
Communities: Local, National, and Global, Citizenship and Heritage
Overall
Expectations
CHV.01 -
describe the influence of key individuals and groups in the development of
American social and political identity;
SEV.02 -
demonstrate an understanding of American economic development.
Specific
Expectations
CO1.01 -
demonstrate an understanding of the variety of settlements in the Thirteen
Colonies (e.g., Virginia, Massachusetts Bay, Pennsylvania);
CO1.05 -
demonstrate an understanding of the interactions between significant
non-conformist groups and American society;
CH1.04 -
demonstrate an understanding of the continuing importance of organized religion
in American social and political life (e.g., the Salem Trials);
SE1.04 -
demonstrate an understanding of the changing roles played by women in the
development of American society (e.g., pioneer women);
Students
are already familiar with the parameters of the Thirteen Colonies from the
introductory activity on Contact/Clash of Cultures.
·
The
teacher creates and distributes an organizer relating to the settlement of the
Thirteen Colonies that will break them down into New England Colonies, Middle
Colonies, and Southern Colonies. These will be further subdivided into six
categories, specifically geography, religion, society, government, military,
and technology. Students will sign up to research and present one of these
eighteen specific categories. There will be some duplication.
·
The
teacher provides students with an appropriate amount of Resource Centre time to
undertake research for these topics. Students will use their textbooks as a
starting point for researching their topics. The possibility of Internet and
word processing time should be investigated, if facilities exist.
·
The
teacher assigns additional audio-visual and Internet sources to augment student
research materials. Students must ensure, by conferencing with others in their
group, that they do not overlap presentations and include materials mostly in
the domain of other group members.
·
The
teacher prepares and administers, for summative evaluation, a short quiz on the
materials delivered by the class once all presentations have been given.
1. The teacher distributes a political boundary
map of the Thirteen Colonies to students and has them complete it showing
colonies, major cities, bodies of water, and other important features. This
will be checked for thoroughness/accuracy of completion.
2. The teacher explains the specifics of the
Thirteen Colonies presentations to the class detailing such aspects as
timelines, expectations, evaluation criteria, and sequence. It would help if
the students were to point out what they feel are both acceptable and
unacceptable presentation strategies/techniques.
3. Students are given an opportunity to read the
pertinent sections in their textbook so that they may make a more informed
decision as to which topic, best meets their own areas of interest. Once a
topic has been chosen, point form notes should be made of any information that
may be used later in the presentations.
4. The teacher posts a sign-up list of the
eighteen categories prior to the start of class and allows students to choose
topics as they arrive that day.
5. As students begin their Resource Centre
research, they may find it easier to argue why their area of the Thirteen
Colonies was the best one in which to settle. They should explain their points
fully with documented examples from their research. For comparison, students
may refer back to the differences among English and French-Canadians in the
Grade 10 history course.
6. For extension, students may wish to analyse
primary documents to assess the variety of experiences throughout the colonies.
Suggested sources may include Benjamin Franklin’s Autobiography in which he
recalls hearing George Whitefield preach in 1739, examples of Jonathan Edwards’
sermons, the Salem Witch Trials, or even the Trials of Anne Hutchinson. In
addition, multi-media sources will also help students in researching.
Commercial movies understanding the peculiarities of colonial settlement help
prepare for Activity 3. Internet sites have a wide array of materials including
instructional television series (see Resources).
7. Student presentations should include an
opening thesis statement of what they are attempting to prove, a one-page
handout that provides additional appropriate information, an oral presentation,
a short audio-visual component, and a summary discussion period where the
presenters and class have a chance to clarify information. Class participation
will be monitored to ensure that everyone takes ownership of the presentation
process. For summary, students will be expected to complete their organizer
highlighting the summarized information on all eighteen presentations. These
can be collected for assessment of student participation.
8. A
short quiz on material selected from the materials presented would help to
evaluate student retention of information and assist the teacher in identifying
areas for improvement with individual students. Students should be informed
that these same materials will be evaluated again during the end of unit test
and in final exam components. The stress should be placed on the fact that history
is sequential and that all secondary school history courses build upon one
another, requiring students to carry that body of information with them year by
year. ESL learners may need to see examples of the types of questions and types
of responses that are required for success at this grade level.
Note: Numbers refer to the
Teaching/Learning Strategies.
1 Formative Assessment: This map
activity will show how accurate students are in completing a geographically
based assignment.
5/6 Formative Assessment: The quality of
student research skills and their ability to stay on task for the entire class
research time will be assessed.
7 Summative Evaluation: The evaluation
of these presentations will provide an important early signal as to how
effectively students communicate in a variety of written and oral formats. It
would be extremely helpful for students if the teacher were to suggest and
model appropriate presentation styles/components prior to the actual student
presentations. The teacher develops a rubric with input from students.
8 Summative Evaluation: This quiz will
help to focus student attentions towards analysing and assessing the importance
of materials throughout these presentations. It will also provide students with
a quick evaluation of how well they can synthesize data from their peers.
·
Those
students who experience difficulty with the exercise should be given time to
master the assignment, as it is critical to later activities.
·
Students
whose first language is not English and students who have trouble with research
should be permitted to research and work on their topic with a classmate so
that individual workloads can be made more manageable.
·
Students
who appear to have difficulty meeting these expectations should be monitored
more closely and possibly asked to submit their notes for assessment each
period.
·
Ensure
through class discussion that the steps and expectations for every task are
understood before students start to work on them. Process dates and deadlines,
such as when handouts are to be given to the teacher for copying, must be
posted to help students stay on task.
·
Students
should be allowed an opportunity to compare notes from the presentations prior
to the quiz being administered. It may be helpful for the teacher to
summarize/highlight any materials that they feel require additional
explanation/clarification.
Print
Balkin,
Richard. Almanacs of American Life Series. New York: Facts on File,
2000.
Spanning the decades from colonial times to modern day, this series provides
information about the daily lives of the American people. It includes
statistical information about population, climate, mortality, and other facets
of life in each time-period.
Hux,
Allan, Fred Jarman, and Bill Gleberzon. America: A History, 2nd ed.
Toronto: Globe/Modern Curriculum Press, 1989.
Karensky,
Jane. Colonial Mosaic.
Explores changes in colonial life through the changing roles, expectations, and
lives of women.
Websites
History
Online – www.jacksonesd.k12.or.us/k12projects/jimperry/colony.html
Links to history of each of the thirteen Colonies. Also links to articles about
slave trade, Mayflower colonists, and early wars such as the French-Indian war.
Life
in Colonial America – www.history.org/life/life.htm
Links to articles on every aspect of life in colonial
Myers’
Colonial America Hotlist –
www.kn.pacbell.com/wired/fil/pages/listcolonialsu.html
A collection of sites on the web for information on the American colonial
period, for example – historical archives of the colonial period, colonial
trade, life in colonial
13
Originals – Founding the American Colonies – www.timepage.org/spl/13colony.html
Provides links to articles on every colony, includes maps; a well-organized,
easy to navigate site.
Time: 210 minutes
This
lesson extends student understanding of the historical issue of causation as it
applies to the American Revolution. The students will write-in-role after they
have reviewed some of the issues surrounding cause and effect in history.
Skills in dealing with controversial issues are addressed through a group
activity.
Overall
Expectations
CCV.03 -
demonstrate an understanding of the use and importance of chronology and cause
and effect in analysing the history of the
HIV.04 -
demonstrate an ability to think critically, manage time efficiently, and work
effectively in independent and collaborative study;
SEV.02 -
demonstrate an understanding of American economic development.
Specific
Expectations
CC3.01 -
demonstrate an understanding of the chronological order of events relating to
significant developments in American history (e.g., the American Revolution);
CC3.02 -
demonstrate an understanding of continuity and change as interrelated concepts
used by historians to organize the chronological flow of American history
(e.g., Townshend Acts and the American Revolution);
CC3.03 -
explain how the study of cause and effect contributes to our understanding of
change and continuity through the course of American history;
CHV.01 -
describe the influence of key individuals and groups in the development of
American social and political identity;
SE3.02 -
demonstrate an understanding of the role of civil rights in the American
political experience (e.g., colonial taxation);
HI2.02 -
compare key interpretations of American history (e.g., Whig, Progressive,
economic, postmodern);
HI2.03 -
identify and describe relationships and connections in the data studied (e.g.,
chronological ties, cause and effect, similarities and differences).
Students
have an understanding of the political, social, and economic relationship
between
·
The
teacher determines textbook selections that deal with the Causes of the America
Revolution.
·
The
teacher prepares organizer that can be used to guide student reading and note
making dealing with the events and actions that lead to the Revolution.
·
The
teacher selects documentary audio-visual sources that show the events leading
up to the Revolution.
·
The
teacher develops an appropriate assessment tool for writing-in-role.
1. The teacher reviews the advantages of living
in the Thirteen Colonies rather than in
2. As an introductory activity the class may
want to brainstorm a response to the following question: Should a colony,
state, or province have a right to separate from a country? Students should be
asked to explain their points fully with possible examples from their
historical knowledge. The examples used might be classified into political,
social, and economic reasons for separation.
3. The historical issue of causation should be
reviewed at this time. The terms cause (something that makes an event or
situation happen) and effect (the result produced by the cause) should
be defined. Students should see that historians try to determine what are major
and minor causes or underlying (long-term) causes and an immediate cause. Why
would historians feel that it is important to see a sequence of causes?
Reference to a current event or to the causes of World War I (Grade 10 history)
can be used to help the class define the terms. Causes of an event can be
classified using the above terms or under the headings “social,” political,”
and economic.” Students should be asked to read a selection in a text that
deals with the causes of the American Revolution. While reading, point form
notes should be made using a three columns organizer with the headings: Social
Causes, Political Causes, and Economic Causes. Another form of organizer can be
built around the term’s major or minor causes or long term or immediate causes.
This type of organizer is much more open to individual interpretation and
justification.
4. A follow-up activity would be listing all of
the key events and British Acts from the Seven Years War to the First
Continental Congress (Proclamation of 1763, Stamp Act, Mercantile System, Townshend
Act, Quartering Act, Quebec Act, etc.). The students could use a three-column
organizer that in column one lists the different Acts and a place for a summary
of the main points of the Act. Column two would have the heading British
Justification for Act and column three would have the heading American
Reaction. This organizer would be used in the assessment and evaluation of the
lesson(s) in this unit cluster of expectations.
5. An analysis of
6. The students can critically examine how the
media portrays the attitudes of both the British and the colonists at this
time. (See suggested Resources such as the Witness to Yesterday series.)
7. Students
are to summarize their understanding of the position of the British and the
rebelling colonists in groups of four. Within the group, pairs of students will
take opposing positions on the question of which side was justified in taking
the actions they did in the period 1763 to the First Continental Congress. Each
pair is given time to develop arguments using examples on the issue. Reference
to previous organizers and reading notes is encouraged. The group of four comes
together and each individual in turn presents an argument to the other side to
justify his/her position on the issue. The teacher should note which position
each student presented in this discussion.
8. After the groups of four have completed their
‘debate’ a two hundred word writing assignment can be distributed. Students
must select to write in role from the opposite point of view than the position
they argued in the previous debate. The roles might be:
·
You are a 16-year-old young
male living in
·
You are a young woman living in
a Southern Colony in 1774. Your sister in
·
You are a young British soldier
marching from
·
You are a mother of five living
in
Note: Numbers refer to the
Teaching/Learning Strategies.
3/4 Formative Assessment: This activity
provides both the students and the teacher with an early opportunity to assess
the students’ note-making and thinking skills. There are two organizer
activities listed above and a possible media study that prepare the students
for the final evaluation task of writing in role to complete the activity.
Students can exchange organizers for a formative assessment task after the
class determines the criteria for assessment.
7 Formative Assessment: Students can
establish criteria for measuring individual participation for working in groups
then do peer-and self-assessment of their work at the end of the group
activity.
8 The process of moving from these point form
organizers to an outline for the writing-in-role evaluation is an important
step in developing skills for the course culminating activity. Writing-in-role
allows students to concentrate on making an argument using specific examples
rather than a more formal writing activity.
·
Create
a glossary of terms relating to causation that can be posted or distributed.
Show events are linked together by starting from a Model of Causation or
fictitious situation (e.g., causes of an accident) then use a specific
historical issue to help students understand this concept.
·
Organize
the required steps to completing the writing in role activity as a whole class
discussion (e.g., Step 1: Understand the requirements of the task, etc.).
Print
Hux,
Allan, Fred Jarman, and Bill Gleberzon.
Videotape
The Americans, PBS – video series
The
Patriot – film (for
historical debate on the film see www.discovery.com/guides/historybuff)
- two historical questions: Colonel Tavington: Was He Really All That Bad?
And Betsy Ross Flag: What They Really Carried?
Websites
The Road
to Revolution – www.kn.pacbell.com/wired/fil/pages/listcolonialre.html
Links to events in the period of time prior to and leading up the Revolution.
Includes a timeline.
Time: 150 minutes
Students
create an analytical timeline of events of the American Revolution. Creating a historical
timeline may appear to be a simple task of placing events in a chronological
sequence. What events should be selected? What events might be left out of the
timeline? What are the connections among the events on the timeline? What
values determine the placement of events on the timeline? These are some of the
questions students of history should ask. Students should recognize the uses of
timelines in understanding cause and effect, organizing information and making
predictions for future events.
Overall
Expectations
CCV.03 -
demonstrate an understanding of the use and importance of chronology and cause
and effect in analysing the history of the
HIV.02 -
critically analyse historical evidence, events, and interpretations.
Specific
Expectations
CC1.01 -
describe the events that marked profound changes in American history (e.g., the
Battle of Lexington);
CC3.01 -
demonstrate an understanding of the chronological order of events relating to
significant developments in American history (e.g., the American Revolution);
HI1.02 -
conduct organized research, using a variety of information sources (e.g.,
primary and secondary sources, audio-visual materials, Internet sites).
·
Students
have seen timelines in various history textbooks. Some students may have even
created their own timelines in previous courses. The class should create a
definition of a timeline based on their previous experience.
·
Students
should have seen different types of timelines (straight, circle, steps up,
down, or both).
·
Students
might be aware of how timelines may appear in different forms in the media that
they are exposed to on a daily basis (e.g., as a capsule of an athlete's career
when traded, or as a list of accomplishments of a President).
·
Students
may have had experience in using a timeline as a study tool to help in their
recall of historical information.
·
The
teacher selects a textbook passage that describes the events of the American
Revolution.
·
Sample
timelines from various texts and current media should be made available for
students to examine.
·
The
teacher provides copies of the organizers, The Strengths and Weaknesses of Each
Sides, Event Organizer, Key Events of the American Revolution.
1. The teacher can introduce the concept of a
timeline by randomly putting five to eight events of the last year from various
fields (e.g., political – election of a President, economic – stock market hits
all time high, sport – most successful Olympics completed, etc.) on the board
without giving the specific date. The students individually create a historical
timeline for the year by using these events and adding three not listed that
they think should have been considered. Some students may need a definition of
the term timeline: a timeline is a diagram that shows when historical
events happened. A timeline can show the order in which events happened and the
length of time between events.
2. The class should discuss share in pairs or in
class the order of the random events on the board. What events they added
should be listed. Why did they select these events? How can they explain that
students living through the same time period selected different events? Does
this list and discussion have any implications for us when we see a timeline in
a history text? What did their individual timelines look like? Did everyone use
a horizontal timeline? (Other format options should not be suggested in the
instructions but would prove interesting if presented in the follow-up
discussion by the students or even by the teacher. Some choices might be
vertical, steps, a circle or symbolic representation). The class should discuss
the uses of timelines, such as an organizational tool, to better understand
cause and effect and to predict future events, etc., and their abuses such as
bias, a rote memorization tool, etc.
3. The class should be asked to create some
criteria for measuring the usefulness of a timeline, e.g., clear title, proper
sequence, dates clearly set out by month or year, historical accuracy, etc.
4. Students should be informed that they would
be creating their own timeline of the events of the American Revolution from
April 1775 to the end of hostilities that reflect their understanding of the
significant events. Individually students should do two research activities
using their text to create the timeline. The completed organizers are used as
the basis for the required timeline. Distribute the two organizers titled, The
Strengths and Weaknesses of Each Side in the Revolutionary War and Key Events
of the Revolutionary War (see Appendix 1.4.1 for complete version). They have
the following structure:
The Strengths and Weaknesses of Each Side in
the Revolutionary War
|
Advantages |
Disadvantages |
||
|
British |
Americans |
British |
Americans |
|
|
|
|
|
Key Events of the Revolutionary War
|
Event |
Date |
Outcome |
|
|
|
|
· Students should be assigned the appropriate text pages time in class and at home to complete the two organizers. These organizers will help students make judgements in their final task.
· Students can discuss their findings with a partner or in a small group before the final task is assigned.
· The teacher may decide to show a short clip from a video that demonstrates and analyses the method of fighting during this period to see the advantages that the British may have had initially in their attempts to deal with the colonists.
· Distribution of the final in-class task. Students are to create a timeline under one of the following titles: British Errors in the Revolutionary War or American Brilliance in the Revolutionary War. Students are to select only six events from their Key Events organizer to show on their timeline. Under their timeline they are to list the event, date, and an explanation as to why this event was chosen for this particular timeline. Students could be asked to select and explain an event that marked a turning point for the side being examined in the timeline.
·
An extension of the activity
would be to show artists’ interpretations of these events through slides.
Students can be asked to connect the slide with the historical event pictured,
e.g.,
Note: Numbers refer to the
Teaching/Learning Strategies.
3/4 Formative Assessment: The teacher and students
have the opportunity to assess students understanding of the key events before
the evaluation task. Students can check the recording of information with a
partner.
8 Understanding and thinking are to be
evaluated in completing the final task. The class criteria for developing a
timeline developed in Strategy 3 can be developed by the teacher as a rubric or
checklist for evaluation. The criteria for evaluation must be presented when
the task is distributed.
·
A
clear understanding of the introductory class prompts will help students
understand that a timeline is open to historical interpretation. Selected
events, e.g., stock market decline, might need to be explained to ESL/ELD
students. Using personal examples may help students.
·
The
students are able to interpret and think about historical events when they are
allowed to use their own organizers to make their timeline, in understanding
the connections between events and sequence.
Print
The
American Scene.
Nine volume set detailing major events, their importance and the context in
which they occurred in chronological order. Also includes maps, a timeline and
illustrations.
Websites
www.pbs.org/ktca/liberty/chronicle/timeline
This timeline of the American Revolution has connections to many pieces of
information. There is a game that can be used as a review of the key events and
is connected with a PBS television series
Time: 180 minutes
This
lesson gives students an opportunity to see the power of ideas. In small
groups, the students will analyse original writings and speeches in order to
see how the ideas within these documents affected events then and how these
ideas still occupy a major place in Americans beliefs and myths today.
Americans’ fundamental beliefs in freedom and democracy are based on writings
by such individual American icons as Thomas Jefferson, Sam Adams, and Thomas
Paine, as well as proclamations issued by gatherings of colonial leaders before
and during the Revolutionary War.
Overall
Expectations
CCV.02 -
demonstrate an understanding of the historical process of continuity in the
context of the development of American history;
CHV.01 -
describe the influence of key individuals and groups in the development of
American social and political identity;
Specific
Expectations
CC2.01 -
describe aspects of American history that reflect the process of continuity;
CC2.03 -
describe the ongoing influence of American beliefs and myths on the history and
society of the
CH1.03 -
evaluate the ideas and influence of American social, economic, and political
thinkers.
Students
have already looked at the causes of the revolution and are familiar with many
of the leaders whose writings and speeches will be studied in this lesson. They
have had some experience with original documents in the Grade 10 History
course.
·
The
teacher selects primary sources for study. In most standard American History
texts, the Declaration of Independence is reprinted in full. Other pertinent
documents are readily available in print collections but even more so on-line;
see Resources for details.
·
These
documents often need to be prepared and edited for student use in order to make
them readable and relevant.
·
A
sheet of questions for each document could be necessary or a more general guide
could be used to direct students through these readings that use difficult
vocabulary and sentence structure. Vocabulary studies may also be needed; each
teacher must judge this based on the needs of the students involved.
The method
that is recommended for this document study is usually referred to as “jigsaw.”
1. Divide the class into groups of five
students. Using five documents (or excerpts), assign a document to each member
of each group. Each student is responsible for analysing the document and
presenting the key ideas to the rest of the group.
2. To assist students in this analysis, students
working on a given document will meet to discuss the key ideas in that
document.
3. Students
then return to the original group for presentation and discussion.
4. Each group should prepare a summary of the
fundamental beliefs of Americans after all presentations have been made. This
could be done in point form, and presented for discussion in a whole-class
setting, handed in to the teacher, or in another format if desired.
The
individual student work on each document may be assessed by the teacher or by
fellow students in order to see if students comprehend the main ideas. In order
to assess whether the students have acquired adequate knowledge of the ideals
of the Revolution, the groups’ summary could be collected and reviewed for
completeness and depth. Students’ notes could also be collected for more
detailed evaluation.
·
Most
students will find the language of primary sources difficult. All students
would benefit from the suggestions in the activity planning notes. A list of
unfamiliar words and spellings should be distributed.
·
Have
the class analyse one document together before the groups attempt to deal with
the assigned document.
·
The
Library of Congress website has an excellent activity as an introduction to
their primary American sources collection.
Aside
from the Declaration of Independence itself, here are some other suggested
useful documents. Patrick Henry’s speech culminating in “give me liberty or
give me death,” has some excellent parts. Sam Adams’ tract, The Rights of
the Colonists, written in 1772, gives many of the ideas which these
political philosophers took from the French Enlightenment. The Virginia
Declaration of Rights is a very good summary of these also. Thomas Paine’s many
pamphlets are excellent but need extensive editing and his most famous, Common
Sense, is still the easiest to use. Others, such as The Resolution of the Stamp
Act Congress, 1765, or the second Continental Congress’s Declaration of the
Causes and Necessity of taking up Arms,
Print
Meltzer,
Milton. Milestones to American
Looks at the documents and speeches that helped shape the American republic
from the Mayflower Compact to the Civil Bill of Rights of 1964.
Kaspi,
Andre. Great Dates in American History. New York: Facts on File, 1994.
Documents key dates in U.S. history from the days of the first settlers to
modern times.
Websites
The
History Place – www.historyplace.com
Most of this site is dedicated to covering all aspects of American history from
colonial times to the present. Main subdivisions include sections on the
American Revolution, the Twentieth Century, World Wars, and the Presidents.
There are also articles on the histories of other countries, particularly as they
affected the United States. For example, the potato famine in Ireland affected
the amount and demography of immigration to the United States.
Smithsonian
Institution – www.si.edu/
The largest historical archive of U.S. history, this website provides pictures
as well as written information about the artifacts that represent all periods
of American history.
Time: 180 minutes
Students
study the reasons why the American Constitution is a major source of Americans’
belief that the United States of America is a great and even unique country.
After examining why a new constitution was needed and why major features of the
constitution were put in place, students work in pairs or threes to identify
the differences and similarities between the Canadian and American systems of
government. A summary evaluation of the differences and the
strengths/weaknesses of the two systems is done in a full-class discussion.
Written in a few months in the hot summer of 1787 and amended only rarely since
then, the American Constitution set up a system of government that still
functions over 200 years later. When it is combined with the first 10
amendments, the Bill of Rights, it is viewed as a guarantee of American
democracy and of Americans’ freedom. It has influenced the constitutions of
many countries around the world since than.
Strand(s): Citizenship and Heritage,
Social, Economic and Political Structures
Overall
Expectations
CHV.01 -
demonstrate an understanding of the influence of key individuals and groups in
the development of American social and political identity;
SEV.03 -
demonstrate an understanding of the uniqueness and complexity of the American
system of government and politics.
Specific
Expectations
CC2.01 -
describe aspects of American history that reflect the process of continuity;
CC2.03 -
describe the ongoing influence of American beliefs and myths in the history and
society of United States;
CH1.02 - describe
the ideologies of and roles played by factions in American history;
CH1.03 -
describe the ideas and influence of American social, economic, and political
thinkers;
SE3.01 -
describe the theory and practice of the American system of government;
SE3.04 -
compare the main characteristics of the Canadian and American political
systems.
Using and
creating an organizer to compare two things was completed in early activities
of this unit. Students have an understanding of the reasons why the residents
of the Thirteen Colonies rebelled; this helps in seeing why certain aspects of
the constitution were so important at that time. Students have some knowledge
of the Canadian system of government from the Grade 10 Civics course.
The
teacher should provide students with information about Confederation and the
events leading up to the Constitutional Convention, the main arguments and
decisions at the meeting, and the ratification debate in the years following
the meeting.
The
teacher prepares an organizer with the main points about the Canadian system of
government already filled in.
1. Based
on assigned readings in the text, the teacher leads a series of discussions.
The first covers the failure of the Articles of Confederation in order to show
first why there was a meeting in 1787 and then why the meeting in Philadelphia
went beyond revision to write an entirely new constitution.
2. A
teacher-centred discussion covers the main debates at the convention; the small
states versus large states and the slave states versus the non-slave states.
These debates led to the main compromises made in the final document. Finally,
the ratification debate that led to the adoption of the Bill of Rights is
covered in this way.
3. The teacher divides the class into pairs or
groups of three. In these small work groups, the students complete an organizer
comparing the Canadian and American systems. Before the students begin, the
teacher may wish to review the Canadian side of the organizer in order to
recall the main ideas about the Canadian system, which students have covered in
the Civics course in Grade 10.
4. The teacher initiates a full-class discussion
centring on which system works better. This may be organized as a debate or be
less formal, but in either case, it should point out differences as well as
weaknesses and strengths. A simple difference might be the relative powers of
the Prime Minister and the President. Weaknesses and strengths might create the
potential for deadlock between the President and Congress in the USA, and the
rigid party discipline in the Canadian Parliament might prevent government
defeats and frequent elections.
5. Students should examine how the Constitutions
protect the rights of women, Native Americans and minority groups. The lack of
specific reference may say a great deal about who the Constitution framers were
and how they viewed society.
·
Formative
assessment: students could do peer-and self-assessment of their work in the
group activity.
·
Summative
evaluation: the organizers may be checked and marked for completeness.
·
Teachers
should match partners for this exercise based on the strengths and weaknesses
of all learners.
·
Review
all terms that may be difficult for students.
American
History texts usually include the full text of the constitution, as well as
sections on the 1780s, the Constitutional Convention, and the ratification
debate.
Print
Feinberg,
Barbara Silberduck. Dictionary of the U.S. Constitution. New York:
Franklin Watts. 1999.
350
entries discuss each article and amendment of the constitution from many
different perspectives.
Time: 240 minutes
Students create
a Commemorative Stamp of an individual who made a contribution during the eras
of the Revolutionary War and the Framing of the Constitution. The stamp should
be submitted with a 250-word mini-essay that answers the following:
·
Why
should this person be considered important to the founding of the nation and
deserving of recognition?
Strand(s): Methods of Historical
Inquiry
Overall
Expectations
HIV.01 -
demonstrate an understanding of historians’ methods of locating, gathering, and
organizing research materials;
HIV.02 -
critically analyse historical evidence, events, and interpretations;
HIV.03 -
communicate ideas and opinions based on effective research clearly and
concisely.
Specific
Expectations
HI1.01 -
formulate significant questions for research and inquiry, drawing on examples
from American history;
HI2.04 -
form opinions based on effective evaluation of sources, analysis of
information, and awareness of diverse historical interpretations;
HI3.01 -
communicate effectively, using a variety of styles and forms (e.g., essays,
debates, role playing, group presentations);
CGE2b -
reads, understands and uses written materials effectively.
Students
have completed their study of this unit as a basis for preparing their
research.
·
Students
require time to research and plan their stamp and essay in school or public
libraries.
·
The
teacher should book Library/Resource Centre for research on topics.
·
The
teacher should distribute, in writing, the requirements of the culminating
activity and rubrics for evaluation.
·
The
teacher (and students) decide(s) on the evaluation value and breakdown for this
culminating activity.
·
The
teacher may find samples of commemorative stamps and coins to show the
students.
1. The teacher can introduce the concept of a
commemorative stamp by asking students to take out any change or bills they
have in their pockets. Students working in pairs can make a list of who or what
is on these coins and bills. Why were these symbols and people placed on coins
and bills? The students can be asked to list other ways of commemorating the
contributions of individuals to our society (e.g., stamps, buildings, awards,
etc.).
2. The class should brainstorm a class list of
individuals who made a contribution during the eras of the Revolutionary War
and the framing of the Constitution. Students might be asked to create criteria
for placing individuals on their list. This class list can be compared with
Appendix 1.7.1.
(Note: Some class texts give full biographical sketches of individuals
and those names should not be on the possible research list.)
3. A method of selecting one individual for
research and completing the task should be reached to prevent everyone from
selecting the same person. Randomly drawing a name might be the fairest method.
All the stamps will be hung in the class gallery so having as many people as
possible represented would be interesting.
4. The teacher should distribute the assignment
and the criteria for evaluation.
The Stamp
The American stamp should be 15 cm ´ 10 cm that uses symbols or a picture to commemorate the contribution of the selected individual.
Evaluation: Criteria Rubric developed by the class.
Students can develop a class rubric for evaluating the stamp by being given a blank rubric with the headings. Teachers should use this opportunity to show how the criteria for assessment should relate to the curriculum expectations. It may be helpful to select a sample rubric that includes criteria with which students are familiar to demonstrate the concept. Care should be taken not to mix expectation-related criteria with learning skills.
The Mini-essay:
The stamp should be submitted with a 250-word mini-essay that answers the following:
· Why should this person be considered important to the founding of the nation and deserving of recognition?
The form and requirements of the argumentative paragraph/essay should be reviewed by looking at a writing rubric as provided by the teacher.
5. Time for research in the Library/Resource
Centre should be given. Students should be encouraged to use one encyclopaedia
source, one Internet source, and one additional print source. The teacher
should give instructions on how these appear in a bibliography.
This is a
unit summative activity. Students can use the class stamp rubric to offer
suggestions to help partners improve their product. Peer editing of the first
draft of the mini-essay would help students assess whether they are meeting the
requirements of the rubric.
·
Students
work with peer helper to conduct research.
·
Language
students are encouraged to use personal dictionaries and glossaries.
·
The
teacher provides help in scaffolding for students in writing their mini-essay.
·
The
teacher provides computer access for students who may not have Internet access
at home.
·
Some
students may not have written an argumentative paragraph or essay in Grade 10
and will require more individual assistance.
·
The
teacher might allow computer-generated stamps for some students.
Print
Ellis,
Joseph J. Founding Brothers: the Revolutionary Generation. Toronto:
Knopf Canada. 2000.
Biographical information on the lives of the men who legislated the American
republic, how their lives were connected and how they dealt with the myriad of
issues involved with the creation of a new country.
Greenberg,
Judith and Helen McKeever. Journal of a Revolutionary War Woman. New
York: Franklin Watts, 1996. An intimate view of the American Revolution from
the point of view of the wife of an officer in the Continental Army who records
her experiences and emotions in a journal.
Purcell,
Edward L. Who was Who in the American Revolution. New York: Facts on
File. 1993.
With over 1500 entries, this book examines the lives and careers of the men and
women who played a role in the Revolution.
Broomall.
Revolutionary War Leaders. Chelsea House. 1999.
A 20-title set that examines the lives of the most influential leaders of the
time from all walks of life. Some of those included – Benedict Arnold, Patrick
Henry, John Jay, Thomas Paine, Betsy Ross, and George Washington. Titles may be
purchased individually.
|
Event |
Date |
Outcome |
|
List
of Events |
||
|
Battle
of Yorktown |
Publishing
of pamphlet “Common Sense” |
Battle
of Bunker Hill |
|
Alliance
with France |
Valley
Forge |
Battle
for Quebec City |
|
Washington
crosses Delaware |
The
Declaration of Independence |
March
from Lexington to Concord |
|
Battle
of Moore’s Creek Bridge |
Battle
of Freeman’s Farm |
Treaty
of Paris |
|
|
Second
Continental Congress |
Capture
of And |
|
|
|
|
Place a
number for each event in the margin to show the chronological order from
earliest to latest
Place the
event numbers on the timeline to show the correct chronological sequence
_______________________________________________________________________________
1775 1776 1777 1778 1779 1780 1781 1782 1783
|
Abigail
Adams |
John
Adams |
Richard
Allen |
Benedict
Arnold |
|
Crispus
Attucks |
Anna
Bailey |
Benjamin
Benneker |
Joseph
Brant |
|
Molly
Brant |
Margaret
Corbin |
Cornplanter |
|
|
Benjamin
Franklin* |
Horatio
Gates |
Elizabeth
Schulyer Hamilton |
|
|
John
Hancock |
Nancy
Hart |
Patrick
Henry |
Jupiter
Hammon |
|
Thomas
Jefferson* |
Henry
Knox |
Alexander
McGillivray |
Daniel
Ninham |
|
Molly
Pitcher |
Betsy
Ross |
Benjamin
Rush |
Peter
Salem |
|
Ann
Timothy |
Charles
Townshend |
Mary
Otis Warren |
George
Washington* |
|
Phillis
Wheatley* |
|
|
|
*These
individuals may be profiled in a class text and if so, should be removed from
the list.
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