This week we will continue exploring to the causes of the American Revolution, the colonists' growing desire for independence from Britain, and the tensions that resulted.
LEARNING TARGETS
Chronology
I can …
create time lines and identify possible relationships between events.
Settlement
I can …
... explain how American Indians settled the continent and why different nations of Indians interacted with their environment in different ways.
... explain why European countries explored and colonized North America.
... describe the lasting effects of Spanish, French and English colonization in North America including cultural patterns evident today such as language, food, traditions and architecture.
... explain how the United States became independent from Great Britain.
Growth
I can …
... explain the impact of settlement, industrialization and transportation on the expansion of the United States.
People in Societies
Cultures
I can …
... compare the cultural practices and products of diverse groups in North America including:
a. Artistic expressions;
b. Religion;
c. Language;
d. Food;
e. Clothing;
f. Shelter
I can …
create time lines and identify possible relationships between events.
Settlement
I can …
... explain how American Indians settled the continent and why different nations of Indians interacted with their environment in different ways.
... explain why European countries explored and colonized North America.
... describe the lasting effects of Spanish, French and English colonization in North America including cultural patterns evident today such as language, food, traditions and architecture.
... explain how the United States became independent from Great Britain.
Growth
I can …
... explain the impact of settlement, industrialization and transportation on the expansion of the United States.
People in Societies
Cultures
I can …
... compare the cultural practices and products of diverse groups in North America including:
a. Artistic expressions;
b. Religion;
c. Language;
d. Food;
e. Clothing;
f. Shelter
Interaction
I can ...
... Describe the experiences of African-Americans under the institution of slavery.
VOCABULARY
debts
acts
taxation without representationprotest
metaphor
The Proclamation of 1763
Parliament
The Quartering Act
The Stamp Act
The Stamp Act Congress
repeal
The Boston Massacre
The Boston Tea Party
The Intolerable Acts (intolerable)
First Continental Congress
acts
taxation without representationprotest
metaphor
The Proclamation of 1763
Parliament
The Quartering Act
The Stamp Act
The Stamp Act Congress
repeal
The Boston Massacre
The Boston Tea Party
The Intolerable Acts (intolerable)
First Continental Congress
Students should use the vocabulary to guide their understanding of the key concepts of this unit.
MONDAY
• Discuss motivations and cause and effect relationships of early colonial protests
• Listen to first-hand accounts of The Boston Massacre
• Read and discuss History Alive! sections 10.6, "The Boston Massacre," and 10.7 "The Boston Tea Party." Complete ISN activities for these sections.
• Study the key terms and ideas of these sections.
TUESDAY
• Discuss learning targets; Ask, "Why?"
• Read and discuss History Alive! sections 10.8, "The Intolerable Acts," and the chapter in section 10.9. Complete ISN activities for section 10.8.
• Review
• Study the key terms and ideas of chapter.
WEDNESDAY
• Review
• Review
• Unit test Ch. 10
• Complete Preview activity, ISN pg. 43
THURSDAY
• Introduce, "To Declare Independence or Not"
• Introduce, "To Declare Independence or Not"
• Contrasting Patriots/Loyalists/Neutralists
• Discuss, take notes on vocabulary
• Read, discuss History Alive!, section 11.1 and 11.2
• Read, discuss History Alive!, section 11.1 and 11.2
FRIDAY
• Read, discuss sections 11.3-11.5, complete ISN activities for each
