Road to Revolution. Unit 1: Road to Revolution The Meadows Center for Preventing Educational Risk, The University of Texas at Austin.

Transcription

1 Unit 1: Road to Revolution PROMOTING ADOLESCENTS COMPREHENSION OF TEXT Road to Revolution

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3 Road to Revolution Overview Comprehension Question Was the American Revolution inevitable? Why or why not? Materials Lesson 1 Video: America the Story of Us: First Continental Congress (2:26; on Videos DVD) Road to Revolution essential words documents: revenue, petition, protest, treason, natural rights Student Materials book 69

4 Comprehension Canopy Routine 7 10 minutes Materials Video: America, the Story of Us: First Continental Congress Introduction and Prior Knowledge Springboard During the next couple of weeks, we will learn about the growing tensions between the colonists in America and their British rulers in America and England. We will see how every action led to the events that followed and brought the colonists closer to revolution. But was revolution the only choice for the colonists? Could things have Introduce the video. This video is about the colonial delegates who were sent to Philadelphia in September 1774 for the First Continental Congress. It will prepare you to learn more about the colonists growing resistance to British rule. Provide a purpose for viewing the video. As you watch the video, write two reasons why the colonists called the First Continental Congress. Show the video. Prompt students to begin a turn and talk activity. What would threaten your freedom enough to make you rebel? What are some ways to achieve victory without using force? Comprehension Question State the comprehension question that will guide students learning throughout the unit. Was the American Revolution inevitable? Why or why not? 70

5 Essential Words Introductory Routine minutes Materials Road to Revolution essential words documents: revenue, petition, protest, treason, natural rights Student Materials book Procedure Have students turn to the essential word log in their Student Materials books. Use the essential words documents to introduce each essential word. Have students write important information in their essential word log. Have students discuss the turn and talk questions in pairs. Road to Revolution treason Betraying one s country by going to war against it or by aiding its enemies Related words: betrayal, disloyalty, traitor petition Related words: appeal, plea Road to Revolution Road to Revolution Essential Word Log revenue petition protest treason natural rights natural rights Rights that all people have Related words: unalienable rights, natural law, human rights protest A formal expression of disapproval or disagreement Related words: objection, formal complaint, dissension revenue Related words: income, taxes 71

6 Essential Word Road to Revolution revenue Related Words: income, taxes Example Usage: Britain needed more revenue to meet its expenses and pay the debt from the French and Indian War. Examples: Nonexamples: donations, refunds, new roads Turn and Talk: In your community and across the country, how does our government use the revenue that it collects?

7 Essential Word Road to Revolution petition Related Words: appeal, plea Example Usage: American colonists sent many petitions to King George III, pleading with him to end his government s abusive policies. Example: A letter signed by several neighbors requesting that the city build a park nearby Nonexample: A long Facebook post complaining about the price of gas Turn and Talk: What is the difference between a petition and liking a cause on Facebook?

8 Essential Word Road to Revolution protest A formal expression of disapproval or disagreement Related Words: objection, formal complaint, dissension Example Usage: The colonists protested many of Britain s policies by staging public demonstrations and boycotts. Example: A rally at the state capitol against increased taxes Nonexample: A parade honoring volunteers Turn and Talk: What are some ways you could organize a protest against a strict dress code in school?

9 Essential Word Road to Revolution treason Betraying one s country by going to war against it or by aiding its enemies Related Words: betrayal, disloyalty, traitor Example Usage: A spy who sold military secrets to Russia was accused of treason. Example: An American student who joins an enemy country s army Nonexample: An American prisoner of war who stays loyal to America, even when threatened Turn and Talk: What is the difference between treason and protest?

10 Essential Word Road to Revolution natural rights Rights that all people have Related Words: unalienable rights, natural law, human rights Example Usage: Thomas Jefferson s belief in natural rights led him to justify declaring independence from England. Example: The right to life, liberty, and the pursuit of happiness Nonexample: The right to wear whatever you want to school Turn and Talk: Do you believe that freedom of thought is a natural right? What about freedom of speech? Why?

11 Road to Revolution Overview Comprehension Question Was the American Revolution inevitable? Why or why not? Materials Lesson 2 Video: Colonists Protest British Policies (3:05; on Videos DVD) Student Materials book 77

12 Critical Reading of History Text 20 minutes Before Reading Determine grouping structure for text reading. Facilitate student movement into groups or pairs as needed. Introduce the video. Beginning in the 1760s, the British passed several taxes and laws to keep tighter control over the colonists and to raise revenue for Britain. These taxes and laws made the colonists angry. This video gives an overview of these taxes and laws. As you watch, answer this question: Why did the colonists consider these taxes and laws to be abusive? Show the video. Refer students to the passage in their Student Materials books. Introduce the reading. Think about policies in your home or school that you consider unfair. The colonists felt that many of the laws and taxes the British were passing also were unfair. In today s reading, Benjamin Franklin expresses his concern about the relationship between Britain and the colonists. As we read, we ll stop at the boxes to answer questions and take notes about what we ve read. During Reading As needed, clarify vocabulary. Point out connections to essential words where applicable. provided questions. Provide corrective feedback if students misunderstand the material. After Reading Have students write connections to any essential words in their word logs. 78

13 (1) January 6, 1766 Sir, Letter From Benjamin Franklin poses, of a union of Great Britain with the colonies, is a wise one. (2) However, Britain holds back the colonies in every branch of commerce that she thinks interferes with her own; she drains the colonies, by her trade with them, of all the cash they can make by every art and industry in any part of the world; and thus keeps them always in her debt. While these circumstances continue, is it still necessary or wise to tax the colonies, in a Parliament wherein they have no representative? And are the colonists to be thought unreasonable and ungrateful if they oppose such taxes? What is Benjamin Franklin s complaint? (3) How, they say, shall we show our loyalty to our gracious King, if our money is to be given by others, without asking our consent? And, if the Parliament has a right to take from us a penny for every pound, where is the line drawn, and what shall keep Parliament from demanding, whenever they please, for the rest of the pound? (4) Have we then anything that we can call our own? It is more than probable that bringing representatives from the colonies to sit and act as members of Parliament would in a little time but, until some such thing is done, I do not believe that any taxes levied by Parliament will ever be worth the expense of collecting them and that the respect and affection of the Americans to Britain will in the struggle be totally lost, perhaps never to be recovered.

14 (5) In my own private judgment, I think an immediate repeal of the Stamp Act would be the best respect and veneration for Parliament, and restore at once their ancient and natural love for this country and their regard for everything that comes from it. I am, with much esteem, your obliged friend, B. Franklin Benjamin Franklin: Representative selections, with introduction, bibliography, and notes. Project What does Benjamin Franklin fear the new taxes will cause? If the British government had listened to Benjamin Franklin, could war have been avoided? Why or why not?

15 Road to Revolution Overview Comprehension Question Was the American Revolution inevitable? Why or why not? Materials Lesson 3 revenue Student Materials book 81

16 5 minutes Procedure Have students share their responses for about 1 minute. 82

17 revenue The table below lists the revenue and spending of the U.S. government. revenue and spending. U.S. Government Revenue and Spending Selected years, (millions of dollars) Revenue Spending ,991,082 1,862, ,567,985 2,728, estimate 2,468,599 3,795, estimate 2,901,956 3,803,364 Governments that spend more money than the revenue they collect often increase taxes to pay their debt. (Debt is the money that governments owe others.) This happens today, and it also happened after the French and Indian War. How do you think the colonists felt when their taxes were raised? Finish the sentence below. The French and Indian War caused... war debt for the British government, which caused... increased taxes on the colonists like the Sugar Act and Stamp Act, which caused... the colonists to:

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19 Road to Revolution Overview Comprehension Question Was the American Revolution inevitable? Why or why not? Materials Lesson 4 Video: Colonial Tar and Feather (0:59; on Videos DVD) Student Materials book 1 copy for each student and 1 copy for each pair Timer Textbook and other relevant content resources 85

20 Critical Reading of History Text 20 minutes Materials Video: Colonial Tar and Feather Student Materials book Before Reading Determine a grouping structure for text reading. Facilitate movement into groups or pairs as needed. Introduce the video. Tarring and feathering was a punishment that started in the Middle Ages ( ). Tarring and feathering was not common in America until the colonists began doing it again in the 1760s. Some colonists watch, notice how the mob behaves. Show the video. Refer students to the passage in their Student Materials books. Introduce the reading. Among the most famous acts of resistance was the Boston Tea Party. In the colonies, tar-and-feathering committees organized to protest king, described such a scene in 1774 in New York, where the local Sons As we read, we ll stop at the boxes to answer questions and take notes about what we ve read. During Reading As needed, clarify vocabulary. Point out connections to essential words where applicable. provided questions. Provide corrective feedback if students misunderstand the material. After Reading Have students write connections to any essential words in their word logs. 86

21 (1) Loyalist View of Colonial Unrest The most shocking cruelty was exercised a few nights ago upon a poor old man, a British tax collector named Malcolm... A quarrel was picked with him. He was afterward taken and tarred and feathered. There s no law that knows a punishment for the greatest crimes beyond what this is, of cruel torture. And this instance exceeds any other before it. He was stripped stark naked, one of the severest cold nights this winter, his body covered all over with tar, then with feathers, his arm dislocated in tearing off his clothes. He was dragged in a cart, with thousands attending, some beating him with clubs and knocking him out of the cart, then in again. They gave him several severe whippings, at different parts of the town. This spectacle of horror and cruelty Imagine you are witnessing this incident. What would be your reaction? (2) The unhappy man they say behaved with the greatest courage and strength. Before he was taken, he defended himself a long time against the mob; and afterwards, when under torture they demanded of him to curse his masters, the king, governors, etc., which they could not make him do, he still shouted, Curse all traitors! They brought him to the gallows and put a rope about his neck saying that they would hang him. He said he wished they would, but that they could not because God was above the Devil. Why does he call them traitors?

22 (3) This is the second time he has been tarred and feathered and this second incident is looked upon more to intimidate the judges and others than to punish the unhappy victim. He has a wife and family and an aged father and mother who, they say, saw the spectacle, which no one can mention without horror. (4) These few instances among many serve to show the miserable state of government and the senseless violence of the times. There s no court that dares or will act to stop these outrages. No person is secure. Adapted from Hyser, R. M., & Arndt, J. C. (2012). Voices of the American past: Documents in U.S. history Who is the author referring to when she says, No person is secure? At this point, how might a revolution be avoided?

23 20 minutes Materials CD) Answer Key (on Materials CD) Student Materials book, textbook, notes, and/or other relevant material Individual Comprehension Check Pass out the comprehension check. 8 minutes Introduce the individual comprehension check. We will complete a short quiz that will check how much you have learned so far in this unit. When you take the quiz on your own, you do You will have 7 minutes to complete this quiz. Set the timer for 7 minutes. Team Comprehension Check 9 minutes Introduce the team comprehension check. Now you will take the same quiz with a partner. This time, you can use your textbook, notes, and other materials to help you. agree on the right answer. Once you think you have it, be sure to explain why your answer in the Team Explanation area. For the following questions, don t write down your explanation, but be prepared to share your reasons with the class. The last step is to scratch the letter of your answer off your card. If the answer is correct, you will see a star. If you do not see a star, keep I will walk around to help you if you get stuck, but I won t give you answers. You have 8 minutes to complete your team check. 89

24 Set the timer for 8 minutes. Monitor to ensure that students discuss the questions. As needed, advise Whole-Group Targeted Instruction Set the timer for 3 minutes. 3 minutes quality and content of what they wrote. What is your team s explanation of why is the correct answer for Have one to two pairs share the question they struggled with most. answer? Have one to two pairs share their explanations of a commonly missed question. the correct answer? Why is that the correct answer? 90

25 TBL Comprehension Check, Road to Revolution #1 (on Materials CD) NAME(S) Comprehension Check #1 Individual Directions: Mark your answer to each of the following questions. Team Directions: For each question, (1) read, (2) discuss, (3) justify your answer, and (4) scratch off your card. 21. The Proclamation of 1763 angered colonists because it: A Placed duties, or import taxes, on various goods brought into the colonies B Imposed taxation without representation C Tried to prevent colonists from forming representative governments D Tried to prevent colonists from moving west in search of land Team Explanation of #21: Why is the correct answer? KEY A Sending a petition to the House of Burgesses B Destroying three ship loads of tea by throwing it into Boston Harbor C Throwing rocks and ice balls at troops guarding the Boston Commons D 23. The British decided to tax the colonists in an effort to raise revenue. They needed this revenue to pay off debt caused by: A The high price of sugar B C D Mercantilist trade policies A B Discourage colonists from boycotting taxed goods C Discourage colonists from meeting in public places D Encourage colonists to follow British law more carefully 91

26 25. Why did colonists stage the Boston Tea Party? A The British wanted colonists to quarter, or house, British troops in their homes B Patriots wanted to protest the murder of civilians during the Boston Massacre C Patriots wanted to protest taxation without representation D The British wanted colonists to pay a tax on sugar natural rights A A formal expression of disapproval or disagreement B Rights that all people have C D 27. Britain needed to raise revenue to pay for troops and other expenses in America. A B Betraying one s country by going to war against it or by aiding its enemies C D A formal expression of disapproval or disagreement KEY 28. The Olive Branch Petition asked the king to restore peace between Britain and the colonies. A B C Betraying one s country by going to war against it or by aiding its enemies D A formal expression of disapproval or disagreement protest against the Townshend Acts. A Rights that all people have B A formal expression of disapproval or disagreement C D 30. Delegates in the House of Burgesses declared that Patrick Henry s words amounted to treason against the king. Henry replied, If this be treason, make the most of it. A Rights that all people have B C A formal expression of disapproval or disagreement D Betraying one s country by going to war against it or by aiding its enemies 92

27 Road to Revolution Overview Comprehension Question Was the American Revolution inevitable? Why or why not? Materials Lesson 5 petition, protest Student Materials book 93

28 5 minutes Procedure Have students share their responses for about 1 minute. 94

29 Read the following. petition protest A formal expression of disapproval or disagreement Party. The group was angry about the Tea Act, which taxed all the tea imported into the colonies. Colonists believed the Tea Act violated their rights as Englishmen to no taxation without representation. The tax was passed by British government, which included no one elected by the colonists to represent their interests. On December 16, 1773, a group of colonists boarded ships and destroyed tea by throwing it overboard into Boston Harbor. The British government responded in 1774 with the Intolerable Acts to punish the colonists. Colonists throughout the 13 colonies responded to these acts with anger. The crisis worsened, and the American Revolutionary War began near Boston in By setting off this chain of events, the Boston Tea Party was a key cause of the American Revolution. Complete the following sentences. 1. The Boston Tea Party was a petition / protest (circle one) because: 2. One cause of the Boston Tea Party was: 3. One effect of the Boston Tea Party was:

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31 Road to Revolution Overview Comprehension Question Was the American Revolution inevitable? Why or why not? Materials Lesson 6 natural rights Student Materials book 97

32 5 minutes Procedure Have students share their responses for about 1 minute. 98

33 natural rights Rights that all people have to colonists who wanted to overthrow the British government and create a new government that better protected their rights. John Locke s View on the Role of Government Each man joins together with others to preserve their life, liberty, and property Government is for the preservation of every man s right and property, and by protecting man from the violence or injury of others, government is for the good of the people. John Locke s View on Revolution But whenever the legislators take away and destroy the natural rights of the people, or reduce them to slavery under absolute power, the government puts itself into a state of war with the people, who are no longer required to be obedient to that government It is no wonder that they will then rise up, and try to put power into hands which will protect their natural rights. This is why government was originally organized. Complete the following sentences

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35 Road to Revolution Overview Comprehension Question Was the American Revolution inevitable? Why or why not? Materials Lesson 7 Video: Celebrating Thomas Paine (1:49; on Videos DVD) Text: Common Sense Student Materials book copy for each pair Timer Textbook and other relevant content resources 101

36 Critical Reading of History Text 20 minutes Materials Video: Celebrating Thomas Paine Text: Common Sense Student Materials book Before Reading Determine grouping structure for text reading. Facilitate student movement into groups or pairs as needed. Introduce the video. Thomas Paine wrote two important documents: Common Sense and revolution. As you watch the video, think about how his ideas live on, even today. Show the video. Refer students to the passage in their Student Materials books. Introduce the reading. Originally published anonymously, Thomas Paine s Common Sense made a case for independence for the American colonies from Britain. Common Sense played a remarkable role in transforming a colonial squabble into the American Revolution. The following is an excerpt. As we read, we ll stop at the boxes to answer questions and take notes about what we ve read. During Reading As needed, clarify vocabulary. Point out connections to essential words where applicable. provided questions. Provide corrective feedback if students misunderstand the material. After Reading Have students write connections to any essential words in their word logs. 102

37 (1) Common Sense In the following pages, I offer nothing more than simple facts, plain arguments, and common sense. (2) I have heard it suggested by some that as America has thrived under her former connection with Great Britain, the same connection is needed for America s future happiness. Nothing can be more wrong than this kind of argument. We may as well say that because a child has thrived of our lives decides how happy we will be for the next twenty. America would have succeeded as much, and probably much more, had no European power taken any notice of her. Why did some people say that America needed to stay under British rule for future happiness? What does Thomas Paine say is wrong with this argument? (3) But Great Britain has protected us, some say. We have enjoyed the protection of Great Britain, without considering that her reason was about what she could gain, not attachment. This new world has been the shelter for the wronged lovers of civil and religious liberty from every part of Europe. (4) No man wanted compromise more than I did, before the fatal nineteenth of April, 1775 (the

38 known, I rejected the hardened, harsh King of England forever and can t stand him that with the sleep with their blood upon his soul. (5) A government of our own is our natural right. Those of you that oppose independence now, you know not what you do: You are opening the door to eternal tyranny. There are thousands and tens of thousands who would think it glorious to eject from the continent that cruel and hellish power. (6) O! That love mankind! Those of you that dare oppose not only the tyranny but the tyrant, stand forth! Adapted from Paine, T. (1776). Common sense. Retrieved from Thomas Paine seems to have decided that revolution is inevitable. Why? Do you agree with him? Why or why not?

39 20 minutes Materials CD) Answer Key (on Materials CD) Student Materials book, textbook, notes, and/or other relevant material Individual Comprehension Check Pass out the comprehension check. 8 minutes Introduce the individual comprehension check. We will complete a short quiz that will check how much you have learned so far in this unit. When you take the quiz on your own, you do You will have 7 minutes to complete this quiz. Set the timer for 7 minutes. Team Comprehension Check 9 minutes Introduce the team comprehension check. Now you will take the same quiz with a partner. This time, you can use your textbook, notes, and other materials to help you. agree on the right answer. Once you think you have it, be sure to explain why your answer in the Team Explanation area. For the following questions, don t write down your explanation, but be prepared to share your reasons with the class. The last step is to scratch the letter of your answer off your card. If the answer is correct, you will see a star. If you do not see a star, keep I will walk around to help you if you get stuck, but I won t give you answers. You have 8 minutes to complete your team check. 105

40 Set the timer for 8 minutes. Monitor to ensure that students discuss the questions. As needed, advise Whole-Group Targeted Instruction Set the timer for 3 minutes. 3 minutes quality and content of what they wrote. What is your team s explanation of why is the correct answer for Have one to two pairs share the question they struggled with most. answer? Have one to two pairs share their explanations of a commonly missed question. the correct answer? Why is that the correct answer? 106

41 TBL Comprehension Check, Road to Revolution #2 (on Materials CD) NAME(S) Comprehension Check #2 Individual Directions: Mark your answer to each of the following questions. Team Directions: For each question, (1) read, (2) discuss, (3) justify your answer, and (4) scratch off your card. 31. Britain s Intolerable Acts punished the Massachusetts colony by: A Replacing the royal governor with a governor elected by the people B C Closing the port of Boston until colonists paid for the tea destroyed during the Boston Tea Party D Team Explanation of #31: Why is the correct answer? 32. The Intolerable Acts caused the colonists to: A Regret the Boston protests and surrender to British force B Organize local militias, stockpiling guns and ammunition KEY C Unite with Massachusetts, declaring that an attack on any colony was an attack on all the colonies D Pass a law in the New York assembly, refusing to provide funds for the quartering of British troops 33. By the end of the First Continental Congress, most colonial leaders: A Were eager to declare their independence from Britain B Hoped that protests and a show of force would convince Britain to change its policies C D All of the above 34. Which of the following statements is true about the First Continental Congress in 1774? A Delegates voted to ban all trade with Britain until the Intolerable Acts were repealed. B All the colonies but Georgia sent delegates. C Delegates called on each colony to begin training troops. D All of the above 107

42 A The British troops did not suffer a single casualty. B The British were forced to retreat and suffered many casualties along the road back to Boston. C The Massachusetts militiamen did not suffer a single casualty. D The Massachusetts militiamen were forced to retreat, and British troops occupied Concord. 36. Britain owed a large debt from the French and Indian War. The government needed more revenue to meet its expenses. A B Rights that all people have C A formal expression of disapproval or disagreement D treason against the king. A B KEY C Betraying one s country by going to war against it or by aiding its enemies D Rights that all people have natural rights. A Rights that all people have B Betraying one s country by going to war against it or by aiding its enemies C A formal expression of disapproval or disagreement D 39. The king rejected the petition and announced new measures to punish the colonies. A Rights that all people have B C D Betraying one s country by going to war against it or by aiding its enemies 40. After months of protest, Parliament repealed, or canceled, the Stamp Act. A A formal expression of disapproval or disagreement B C D Rights that all people have 108

43 Road to Revolution Overview Comprehension Question Was the American Revolution inevitable? Why or why not? Materials Lesson 8 treason Student Materials book 109

44 5 minutes Procedure Have students share their responses for about 1 minute. 110

45 treason Betraying one s country by going to war against it or by aiding its enemies Below is a picture and description of the First Continental Congress. In September 1774, delegates from all the colonies except Georgia met in Philadelphia. At this meeting, called the First Continental Congress, delegates voted to ban all trade with Britain until the Intolerable Acts were repealed. They also called on each colony to begin training militias. Georgia agreed to be a part of the actions of the Congress, even though it had voted not to send delegates. The First Continental Congress marked a key step in American history. Although most delegates were not ready to call for independence, they were determined to uphold the rights of the colonists. This meeting planted the seeds of a future independent government. John Adams called it a nursery of American statesmen. The delegates agreed to meet again in 7 months, if Complete the following sentences. 1. One cause that led to the creation of the Continental Congress was: 2. One effect of the creation of the Continental Congress was: 3. King George III considered the First Continental Congress an act of treason because:

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47 Road to Revolution Overview Comprehension Question Was the American Revolution inevitable? Why or why not? Materials Lesson 9 Competition of the Causes poster (one copy per team) Cause cards (one set per team) Student Materials book, textbook, and other relevant content resources Timer 113

48 45 minutes Activity Warm-Up Before class, identify student teams. Each team should include at least three students; consider using doubled pairs for easy grouping. Facilitate student movement into teams. Have students take their Student Materials books, textbooks, and other relevant content resources with them. Introduce the activity. Today you will work as teams to decide on the most important causes of the American Revolution and to answer the question of whether the revolution was inevitable. As a team, brainstorm and write in the space provided on the Activity Warm-Up sheet all the causes of the American Revolution you have learned this unit. When you are done, decide as a team the three most important causes and circle them. Be prepared to justify your answers to the class. As students work, monitor for understanding. Encourage dialogue within teams. When students are done, have teams share their answers. Sometimes, historians wonder whether some causes are more important than others. Often, historians compare causes to determine which causes were more important. Look at step 2 of the warm-up. You ll see the Tea Act of 1773 and the Proclamation of many details of causes and effects as you can. Then, decide as a team which was the more important cause of the American Revolution. Write below the blank. A great answer will say both what the event was and why it was an important cause. Be prepared to share your answer. As students work, monitor for understanding. Encourage dialogue within teams. When students are done, have teams share their answers. 114

49 Competition of Causes Activity Warm-Up Sheet (on Materials CD) NAME(S) Competition of Causes Activity Warm-Up Step 1 Brainstorm the causes of the American Revolution and write them below. Decide as a team which three causes were the most important and circle them. Be prepared to share your reasons. Step 2 Discuss with your team the effects of both events shown below. Decide as a team which cause was more important. Justify your answer in the space provided. The Tea Act of 1773 is more important because: The Proclamation of

50 Preview, Model, and Think-Aloud Hang one copy of the poster in view for demonstration. Use the hanging poster to demonstrate as you preview the next activity. Today, you and your team will decide which of these eight events was the most important cause of the American Revolution in other words, which cause had the greatest effect in pushing the colonists toward revolution. The game board is set up just like a sports tournament bracket. In a sports tournament, at each stage of competition, the stronger team advances to the next round; in our tournament, the stronger cause of the American Revolution advances. In round 1, you will compare four early causes. In round 2, you will compare four late causes. In round 3, was the most important cause of the American Revolution. First, take a moment to set up your brackets by matching each card to its picture on the board. Indian War vs. colonists moving into the Ohio Valley. If you need to refresh your memory on either event, look at the back of the card. Work as a team to decide which of these two causes had the greater effect of pushing the colonists toward revolution. Allow teams a few seconds to discuss and answer. My team decided that the French and Indian War was more important, so we move that card into the next round of competition. Now, why would we decide that the French and Indian War was the more important cause? Take answers from the class. Now write your answer in the blank next to the card. Work as a team to provide high-quality answers that show you know what the event was and why it was important. Allow teams 1 minute to write their answers. 116

51 Round 1 Review the steps and explain scoring. Now you will complete round 1: the early causes of the revolution. Remember to work as a team, discussing each event in detail before deciding. If your team can t agree or needs more information, you may use your textbook, notes, or other resources. Once you ve decided, work together to write a high-quality answer. At the end of this round, each team will receive 1 point for each correct Answer student questions. I will walk around to help you if you get stuck. You have 7 minutes to complete round 1. Set the timer for 7 minutes. Monitor the teams. Students will likely struggle a bit with this activity. Do the following to help students: Point students in the right direction without giving away answers. Remind students to use their resources (e.g., textbook, notes, backs of cards). Encourage teams to keep conversations going and on point. Give time warnings (e.g., 3 minutes, 1 minute). Stop the activity to reteach the class when you notice common misconceptions. As teams complete round 1, check answers team by team, focusing especially on the quality of the tally points. Ask the following questions to prompt discussion of the differences between team answers. Why did your team choose this cause? What do you have to say to this team who chose a different answer? 117

52 Round 2 Prepare teams for round 2. Now you will complete round 2: the later causes of the revolution. Remember to work as a team in brainstorming reasons, deciding your You have 7 minutes to complete round 2. Set the timer for 7 minutes. Monitor the teams as before. As teams complete round 2, check their answers as before. There are a possible 6 points per team this round. Prompt discussion of the differences in team answers. Round 3 Prepare teams for round 3. the most important cause of the revolution. Remember to work as a team in brainstorming reasons, deciding your answer, and writing your the event to support your choice. This time, the correct answer is worth 2 points. A well-written You have 3 minutes to complete round 3. Set the timer for 3 minutes. Monitor the teams as before. As teams complete round 3, check their answers as before. There are a possible 4 points per team this round. If time allows, prompt discussion of the differences in team answers. 118

53 Wrap-Up Preview the activity. Now that we have spent some time thinking about the causes of the For step 1, write the answers your team decided on during the game. For step 2, as a team, answer the two questions. Be sure to write highquality answers, elaborating your answers with strong details. You have 5 minutes. Set the timer for 5 minutes. Monitor the teams as before. When students are done, have groups share their answers. Remind the class of the comprehension question. Was the American Revolution inevitable? Why or why not? As we go into the next unit, keep in mind that some causes were more important than others in the hearts and minds of the colonists, and these causes had a greater effect on the war and a colonial victory. Cause Cards (set of 8) The French and Indian War Colonists Moving Into the Ohio River Valley Patrick Henry s Speech to the House of Burgesses The Intolerable Acts The Boston Tea Party The Stamp Act The Boston Massacre The First Continental Congress 119

54 Competition of Causes Poster The French and Indian War Colonists Moving Into the Ohio River Valley Patrick Henry s Speech to the House of Burgesses The Stamp Act is more important because: Round 1: Early Causes is more important because: Competition of Causes of the American Revolution These materials were developed with funding from the Institute for Education Sciences, R305F00013, to The University of Texas at Austin. The materials were developed by Finalist Finalist is more important because: is more important because: is the most important cause of the American Revolution because: Round 3: The Most Important Cause is more important because: Round 2: Late Causes is more important because: The Boston Massacre The Boston Tea Party The Intolerable Acts The First Continental Congress 120

55 Competition of Causes Activity Wrap-Up Sheet (on Materials CD) NAME(S) Competition of Causes Activity Wrap-Up Step 1 Finalist Causes: Round 1: Round 2: Winning Cause: Step 2 As a team, answer the questions below. Be prepared to share your answers with the class. 1. If your winning cause had not happened, would the American Revolution still have occurred? Explain why or why not. 2. Was the American Revolution inevitable? Explain why or why not. 121

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57 Road to Revolution Overview Comprehension Question Was the American Revolution inevitable? Why or why not? Materials Lesson 10 End of Unit Test (on Materials CD) Answer Key (on Materials CD) 123

58 End of Unit Test Procedure Administer the End of Unit Test to students. 20 minutes Score tests and provide feedback to students. 124

59 End of Unit 2 Test KEY (on Materials CD) 1 of 3 Road to Revolution NAME TEACHER DATE PERIOD End of Unit 2 Test 1. The Proclamation of 1763 angered colonists because it: A Tried to prevent them from moving west in search of land B Imposed taxation without representation C Rejected the plea for peace in the Olive Branch petition D Suspended New York s assembly 2. Which of the following was a result of the French and Indian War? A The British government stayed out of colonial politics. B The British government had a large war debt. C The colonists were given their independence. D The colonists were free to move west of the Appalachian Mountains. KEY 3. Which of the following is NOT an example of colonists protests against the British government during the 1760s and 1770s? A Boycotts of British goods B Refusal to provide housing for British soldiers C Burning of stamped paper D The Olive Branch Petition A Patriots B C British soldiers D Native Americans 5. What did the colonists dislike about the Stamp Act? A They did not believe in any form of taxation. B They had no representatives in Parliament to vote on the tax. C People in England did not have to pay taxes. D People in England were taxed only on property. 125

60 6. How did the British Parliament respond to colonists opposition to the Stamp Act? A They repealed the Stamp Act. B They increased the tax on paper. C They refused to sell stamps to the colonists. D They arrested those who complained about the Stamp Act. 7. The name Boston Massacre was given to the events of March 5, 1770, to: 8. A B Increase loyalist anger toward patriots C Warn colonists to follow British orders D Truthfully describe what happened that day Cause Boston Tea Party Effect? Which of the following belongs in the blank in the diagram above? A Stamp Act B Repeal of the Stamp Act C Boycott of British goods D The Intolerable Acts 9. Britain s Intolerable Acts punished the Massachusetts colony by: KEY A Closing the port of Boston until colonists paid for the tea destroyed during the Boston Tea Party B Replacing the royal governor with a governor elected by the people C D 10. The colonists learned that the most effective way to protest unpopular British tax measures was to: A Engage in violent demonstrations B C Send petitions to Parliament D Boycott British goods 126

61 11. Delegates at the First Continental Congress agreed to: A Call on each colony to begin training troops B Ban all trade with Britain until the Intolerable Acts were repealed C Meet again in 7 months, if necessary D All of the above 12. Which of the following best describes how most colonists viewed themselves in 1774? A They saw themselves as united Americans. B They saw themselves as dependent on the king. C They saw themselves as citizens of their individual colonies. D They saw themselves as united under the British government. A The British soldiers were fearful of the colonial militia. B The British troops were eager to start a war with the colonies. C D KEY 14. When members of the House of Burgesses accused Patrick Henry of treason, they accused him of: A Speaking impulsive, irrational words B Betraying his country by going to war against it C Aiding the British king and his soldiers D Revealing his lack of knowledge about government policies A Protect the natural rights of the people governed B Keep subjects loyal to the crown C Promote the morality of society D Explain the reasons for policy decisions 127

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