Vertical Alignment Document Social Studies Grade 5, Grade 8, U.S. History 2012 2013
GRADE 5 GRADE 8 U.S. HISTORY 113.10. Implementation of Texas Essential Knowledge and Skills for Social Studies, Elementary, Beginning with School Year 2011-2012. Source: The provisions of this 113.10 adopted to be effective August 23, 2010, 35 TexReg 7232. 113.16. Social Studies, Grade 5, Beginning with School Year 2011-2012. 113.20. Social Studies, Grade 8, Beginning with School Year 2011-2012. 113.41. United States History Studies Since 1877 (One Credit), Beginning with School Year 2011-2012. (a) Introduction (a) Introduction. (a) General requirements. Students shall be awarded one unit of credit for successful completion of this course. (b) Introduction. (1) In Grade 5, students survey the history of the United States from 1565 to the present. Historical content includes the colonial period, the American Revolution, the establishment of the U.S. Constitution and American identity, westward expansion, the Civil War and Reconstruction, immigration and industrialization, and the 20th and 21st centuries. Students study a variety of regions in the United States that result from physical features and human activity and identify how people adapt to and modify the environment. Students explain the characteristics and benefits of the free enterprise system and describe economic activities in the United States. Students identify the roots of representative government in this nation as well as the important ideas in the Declaration of Independence and the U.S. Constitution. Students study the fundamental rights guaranteed in the Bill of Rights. Students examine the importance of effective leadership in a constitutional republic and identify important leaders in the national government. Students recite and explain the meaning of the Pledge of Allegiance to the United States Flag. Students describe the cultural impact of various racial, ethnic, and religious groups in the nation and identify the accomplishments of notable individuals in the fields of science and technology. (1) In Grade 8, students study the history of the United States from the early colonial period through Reconstruction. The knowledge and skills in subsection (b) of this section comprise the first part of a two year study of U.S. history. The second part, comprising U.S. history from Reconstruction to the present, is provided in 113.41 of this title (relating to United States History Studies Since 1877 (One Credit), Beginning with School Year 2011 2012). The content in Grade 8 builds upon that from Grade 5 but provides more depth and breadth. Historical content focuses on the political, economic, religious, and social events and issues related to the colonial and revolutionary eras, the creation and ratification of the U.S. Constitution, challenges of the early republic, the Age of Jackson, westward expansion, sectionalism, Civil War, and Reconstruction. Students describe the physical characteristics of the United States and their impact on population distribution and settlement patterns in the past and present. Students analyze the various economic factors that influenced the development of colonial America and the early years of the republic and identify the origins of the free enterprise system. Students examine the American beliefs and principles, including limited government, checks and (1) In United States History Studies Since 1877, which is the second part of a two-year study that begins in Grade 8, students study the history of the United States from 1877 to the present. The course content is based on the founding documents of the U.S. government, which provide a framework for its heritage. Historical content focuses on the political, economic, and social events and issues related to industrialization and urbanization, major wars, domestic and foreign policies, and reform movements, including civil rights. Students examine the impact of geographic factors on major events and eras and analyze their causes and effects. Students examine the impact of constitutional issues on American society, evaluate the dynamic relationship of the three branches of the federal government, and analyze efforts to expand the democratic process. Students describe the relationship between the arts and popular culture and the times during which they were created. Students analyze the impact of technological innovations on American life. Students use criticalthinking skills and a variety of primary and secondary source material to explain and apply different methods that historians use to understand and interpret the past, including multiple points of view and historical context. 2012, TESCCC 10/10/12 Page 2 of 242
GRADE 5 GRADE 8 U.S. HISTORY Students explain symbols, traditions, and landmarks that represent American beliefs and principles. Students use critical-thinking skills to sequence, categorize, and summarize information and to draw inferences and conclusions. balances, federalism, separation of powers, and individual rights, reflected in the U.S. Constitution and other historical documents. Students evaluate the impact of Supreme Court cases and major reform movements of the 19th century and examine the rights and responsibilities of citizens of the United States as well as the importance of effective leadership in a constitutional republic. Students evaluate the impact of scientific discoveries and technological innovations on the development of the United States. Students use critical thinking skills, including the identification of bias in written, oral, and visual material. (2) To support the teaching of the essential knowledge and skills, the use of a variety of rich primary and secondary source material such as documents, biographies, novels, speeches, letters, poetry, songs, and artworks is encouraged. Motivating resources are available from museums, historical sites, presidential libraries, and local and state preservation societies. (3) The eight strands of the essential knowledge and skills for social studies are intended to be integrated for instructional purposes. Skills listed in the social studies skills strand in subsection (b) of this section should be incorporated into the teaching of all essential knowledge and skills for social studies. A greater depth of understanding of complex content material can be attained when integrated social studies content from the various disciplines and critical-thinking skills are taught together. Statements that contain the word "including" reference content that must be mastered, while those containing the phrase "such as" are intended (2) To support the teaching of the essential knowledge and skills, the use of a variety of rich primary and secondary source material such as the complete text of the U.S. Constitution and the Declaration of Independence, landmark cases of the U.S. Supreme Court, biographies, autobiographies, novels, speeches, letters, diaries, poetry, songs, and artworks is encouraged. Motivating resources are available from museums, historical sites, presidential libraries, and local and state preservation societies. (3) The eight strands of the essential knowledge and skills for social studies are intended to be integrated for instructional purposes. Skills listed in the social studies skills strand in subsection (b) of this section should be incorporated into the teaching of all essential knowledge and skills for social studies. A greater depth of understanding of complex content material can be attained when integrated social studies content from the various disciplines and critical thinking skills are taught together. Statements that contain the word "including" reference content that must be mastered, while those containing the phrase "such (2) To support the teaching of the essential knowledge and skills, the use of a variety of rich primary and secondary source material such as biographies, autobiographies, landmark cases of the U.S. Supreme Court, novels, speeches, letters, diaries, poetry, songs, and artworks is encouraged. Motivating resources are available from museums, historical sites, presidential libraries, and local and state preservation societies. (3) The eight strands of the essential knowledge and skills for social studies are intended to be integrated for instructional purposes. Skills listed in the social studies skills strand in subsection (c) of this section should be incorporated into the teaching of all essential knowledge and skills for social studies. A greater depth of understanding of complex content material can be attained when integrated social studies content from the various disciplines and critical-thinking skills are taught together. Statements that contain the word "including" reference content that must be mastered, while those containing the phrase "such as" are intended as possible illustrative 2012, TESCCC 10/10/12 Page 3 of 242
GRADE 5 GRADE 8 U.S. HISTORY as possible illustrative examples. as" are intended as possible illustrative examples. examples. (4) Students identify the role of the U.S. free enterprise system within the parameters of this course and understand that this system may also be referenced as capitalism or the free market system. (5) Throughout social studies in Kindergarten-Grade 12, students build a foundation in history; geography; economics; government; citizenship; culture; science, technology, and society; and social studies skills. The content, as appropriate for the grade level or course, enables students to understand the importance of patriotism, function in a free enterprise society, and appreciate the basic democratic values of our state and nation as referenced in the Texas Education Code (TEC), 28.002(h). (6) Students understand that a constitutional republic is a representative form of government whose representatives derive their authority from the consent of the governed, serve for an established tenure, and are sworn to uphold the constitution. (7) State and federal laws mandate a variety of celebrations and observances, including Celebrate Freedom Week. (4) Students identify the role of the U.S. free enterprise system within the parameters of this course and understand that this system may also be referenced as capitalism or the free market system. (5) Throughout social studies in Kindergarten Grade 12, students build a foundation in history; geography; economics; government; citizenship; culture; science, technology, and society; and social studies skills. The content, as appropriate for the grade level or course, enables students to understand the importance of patriotism, function in a free enterprise society, and appreciate the basic democratic values of our state and nation as referenced in the Texas Education Code (TEC), 28.002(h). (6) Students understand that a constitutional republic is a representative form of government whose representatives derive their authority from the consent of the governed, serve for an established tenure, and are sworn to uphold the constitution. (7) State and federal laws mandate a variety of celebrations and observances, including Celebrate Freedom Week. (4) Students identify the role of the U.S. free enterprise system within the parameters of this course and understand that this system may also be referenced as capitalism or the free market system. (5) Throughout social studies in Kindergarten-Grade 12, students build a foundation in history; geography; economics; government; citizenship; culture; science, technology, and society; and social studies skills. The content, as appropriate for the grade level or course, enables students to understand the importance of patriotism, function in a free enterprise society, and appreciate the basic democratic values of our state and nation as referenced in the Texas Education Code (TEC), 28.002(h). (6) Students understand that a constitutional republic is a representative form of government whose representatives derive their authority from the consent of the governed, serve for an established tenure, and are sworn to uphold the constitution. (7) State and federal laws mandate a variety of celebrations and observances, including Celebrate Freedom Week. (A) Each social studies class shall include, during Celebrate Freedom Week as provided under the TEC, 29.907, or during another full school week as determined by the board of trustees of a school district, appropriate instruction concerning the intent, meaning, and importance of the Declaration of Independence and the U.S. Constitution, including the Bill of Rights, in (A) Each social studies class shall include, during Celebrate Freedom Week as provided under the TEC, 29.907, or during another full school week as determined by the board of trustees of a school district, appropriate instruction concerning the intent, meaning, and importance of the Declaration of Independence and the U.S. Constitution, (A) Each social studies class shall include, during Celebrate Freedom Week as provided under the TEC, 29.907, or during another full school week as determined by the board of trustees of a school district, appropriate instruction concerning the intent, meaning, and importance of the Declaration of Independence and the U.S. Constitution, including the Bill of Rights, in their historical 2012, TESCCC 10/10/12 Page 4 of 242
GRADE 5 GRADE 8 U.S. HISTORY including the Bill of Rights, in their historical contexts. The study of the Declaration of Independence must include the study of the relationship of the ideas expressed in that document to subsequent American history, including the relationship of its ideas to the rich diversity of our people as a nation of immigrants, the American Revolution, the formulation of the U.S. Constitution, and the abolitionist movement, which led to the Emancipation Proclamation and the women's suffrage movement. their historical contexts. The study of the Declaration of Independence must include the study of the relationship of the ideas expressed in that document to subsequent American history, including the relationship of its ideas to the rich diversity of our people as a nation of immigrants, the American Revolution, the formulation of the U.S. Constitution, and the abolitionist movement, which led to the Emancipation Proclamation and the women's suffrage movement. (B) Each school district shall require that, during Celebrate Freedom Week or other week of instruction prescribed under subparagraph (A) of this paragraph, students in Grades 3-12 study and recite the following text: "We hold these Truths to be self-evident, that all Men are created equal, that they are endowed by their Creator with certain unalienable Rights, that among these are Life, Liberty and the Pursuit of Happiness--That to secure these Rights, Governments are instituted among Men, deriving their just Powers from the Consent of the Governed." (8) Students identify and discuss how the actions of U.S. citizens and the local, state, and federal governments have either met or failed to meet the ideals espoused in the founding documents. (B) Each school district shall require that, during Celebrate Freedom Week or other week of instruction prescribed under subparagraph (A) of this paragraph, students in Grades 3 12 study and recite the following text "We hold these Truths to be self evident, that all Men are created equal, that they are endowed by their Creator with certain unalienable Rights, that among these are Life, Liberty and the Pursuit of Happiness That to secure these Rights, Governments are instituted among Men, deriving their just Powers from the Consent of the Governed." (8) Students identify and discuss how the actions of U.S. citizens and the local, state, and federal governments have either met or failed to meet the ideals espoused in the founding documents. contexts. The study of the Declaration of Independence must include the study of the relationship of the ideas expressed in that document to subsequent American history, including the relationship of its ideas to the rich diversity of our people as a nation of immigrants, the American Revolution, the formulation of the U.S. Constitution, and the abolitionist movement, which led to the Emancipation Proclamation and the women's suffrage movement. (B) Each school district shall require that, during Celebrate Freedom Week or other week of instruction prescribed under subparagraph (A) of this paragraph, students in Grades 3-12 study and recite the following text: "We hold these Truths to be selfevident, that all Men are created equal, that they are endowed by their Creator with certain unalienable Rights, that among these are Life, Liberty and the Pursuit of Happiness--That to secure these Rights, Governments are instituted among Men, deriving their just Powers from the Consent of the Governed." (8) Students identify and discuss how the actions of U.S. citizens and the local, state, and federal governments have either met or failed to meet the ideals espoused in the founding documents. 2012, TESCCC 10/10/12 Page 5 of 242
8.1 History. The student understands traditional historical points of reference in U.S. history through 1877. The student is expected to: US.2 History. The student understands traditional historical points of reference in U.S. history from 1877 to the present. The student is expected to: US.2A Identify the major characteristics that define an historical era. Supporting Standard Identify MAJOR CHARACTERISTICS THAT DEFINE AN HISTORICAL ERA 8.1A Identify the major eras and events in U.S. history through 1877, including colonization, revolution, drafting of the Declaration of Independence, creation and ratification of the Constitution, religious revivals such as the Second Great Awakening, early republic, the Age of Jackson, westward expansion, reform movements, sectionalism, Civil War, and Reconstruction, and describe their causes and effects. Readiness Standard Identify MAJOR ERAS AND EVENTS IN U.S. HISTORY THROUGH 1877 Exploration and Colonization US.2B An era of history having a distinctive feature Political, social or economic commonality Considered to be relative chronology rather than absolute chronology Identify the major eras in U.S. history from 1877 to the present and describe their defining characteristics. Readiness Standard Identify, Describe MAJOR ERAS IN U.S. HISTORY FROM 1877 TO PRESENT Movement westward and Gilded Age (late 1800s) Factory system Population shift to cities Inventions/industrialism Immigration 2012, TESCCC 10/10/12 Page 6 of 242
Establishment of the 13 colonies Representative Democracy Mercantilism Religious freedom American Revolution Great Awakenings Acts Boston Tea Party Taxation without Representation Unalienable rights Battles of Lexington and Concord, Saratoga and Yorktown Declaration of Independence Articles of Confederation Constitutional Era Philadelphia Convention 1787 Great Compromise Three-fifths Compromise Anti-Federalist vs. Federalist Federalist Papers Bill of Rights Early Republic George Washington's Presidency Political Parties Democratic- Republicans & Federalists Louisiana Purchase (1803) Jeffersonian Democracy Monroe Doctrine War of 1812 Urbanization Political corruption and political machines Entrepreneurship (growth of big business) Philanthropy Indian policies Labor unions Growth of railroad (transcontinental) Cattle industry boom Westward movement and the Homestead Act Laissez-faire Progressive Era (1890-1920) Opposed corruption and waste in government Concerned with social injustice Civil Service reform Anti-trust acts Populism Interested in government reform at all levels Muckrakers Conservation Reform 16th, 17th, 18th, and 19th amendments Suffrage Prohibition Pure Food and Drug Act Federal Reserve Social Gospel Movement Rise of world power 2012, TESCCC 10/10/12 Page 7 of 242
Judicial Review Marbury v. Madison Age of Jackson Indian policies Bank crisis Jacksonian Democracy/expanded suffrage Nullification crisis Manifest Destiny Westward expansion War With Mexico Annexation of Texas Gold rush Industrialization Factory system Population shift to cities Inventions Expansion of slavery Slave rebellions Reform movements Immigration Reform Abolition Women s rights Education Care of the disabled and mentally ill Prisons Temperance Sectionalism Protective tariffs Spanish American War and Expansionism acquisitions of land (Guam, Hawaii, Philippines, and Puerto Rico) Latin America Panama Canal World War I (1914-1918) Woodrow Wilson, League of Nations, total war, technological advances, Treaty of Versailles Transition to modern America Twenties (1920-1929) Isolationism Immigration Red Scare Jazz Age Social Darwinism Eugenics Nativism Changing role of women Economic boom/consumerism Great Depression and New Deal Depression (1929-1941) Crash of stock market Great Depression Dust Bowl New Deal Expansion of the Federal government Relief, Reform, Recovery America s reaction to world at war Totalitarianism Alliances 2012, TESCCC 10/10/12 Page 8 of 242
Increasing divide between North and South Pearl Harbor Internment Manufacturing society vs. plantation Home front (volunteerism, victory gardens, society and war bonds) Kansas-Nebraska Act Missouri Compromise Civil War Secession Slavery and states rights Abraham Lincoln Confederate States of America Union Reconstruction 13th,14th,15th Amendments Radical Reconstruction Andrew Johnson Sharecropping Carpetbaggers and scalawags Mobilization World War II Axis and Allies Multiple front war Military leaders Significant contributions of groups Onset of Cold War and 1950s Ideological war against communism HUAC Truman Doctrine Marshall Plan Berlin Airlift NATO Domino Theory/containment Korean Conflict McCarthyism Space race Berlin Wall (construction and fall of) Cuban Missile Crisis Civil Rights Movement Political organizations Civil Rights Acts (1957 and 1964) Voting Rights Act of 1965 Various approaches to advocacy Significant Supreme Court cases 2012, TESCCC 10/10/12 Page 9 of 242
Presidential actions and congressional votes Significant leaders New Frontiers and familiar enemies New Frontier John F. Kennedy Great Society Lyndon B. Johnson Vietnam War 1970-1990 Nixon and relationship with China Reaganomics Peace through Strength Involvement in the Middle East Conservative resurgence 1990-present U.S. Involvement in world affairs Persian Gulf War Balkans Crisis September 11, 2001 Long term effects of government entitlement programs 2008 Presidential election 8.1B Apply absolute and relative chronology through the sequencing of significant individuals, events, and time periods. US.2C Apply absolute and relative chronology through the sequencing of significant individuals, events, and time periods. Supporting Standard Apply ABSOLUTE AND RELATIVE CHRONOLOGY Supporting Standard Apply ABSOLUTE CHRONOLOGY Significant individuals, events, and time 2012, TESCCC 10/10/12 Page 10 of 242
Absolute chronology Significant individuals, events and time periods Absolute chronology exact date periods listed in the Grade 8 TEKS Absolute chronology exact date Relative chronology RELATIVE CHRONOLOGY Significant individuals, events, and time periods listed in the Grade 8 TEKS Relative chronology general time period or era 8.1C Explain the significance of the following dates 1607, founding of Jamestown; 1620, arrival of the Pilgrims and signing of the Mayflower Compact; 1776, adoption of the Declaration of Independence; 1787, writing of the U.S. Constitution; 1803, Louisiana Purchase; and 1861 1865, Civil War. Supporting Standard Explain US.2D Significant individuals, events, and time periods Relative chronology general time period or era Explain the significance of the following years as turning points: 1898 (Spanish American War), 1914 1918 (World War I), 1929 (the Great Depression begins), 1939 1945 (World War II), 1957 (Sputnik launch ignites U.S. Soviet space race), 1968 1969 (Martin Luther King Jr. assassination and U.S. lands on the moon), 1991 (Cold War ends), 2001 (terrorist attacks on World Trade Center and the Pentagon), and 2008 (election of first black president, Barack Obama). SIGNIFICANCE OF DATES 1607 founding of Jamestown, first permanent settlement 1620 arrival of the Pilgrims and signing of Mayflower Compact 1776 adoption of the Declaration of Independence 1787 writing of the U.S. Constitution (1788 Ratification of Constitution) 1803 Louisiana Purchase (and establishment of judicial review from Marbury v. Madison) 1861-1865 Civil War Supporting Standard Explain SIGNIFICANCE OF DATES AS TURNING POINTS 1898 Spanish-American War U.S. enters the world stage and is no longer an isolationist Expansion (territories) 1914-1918: World War I U.S. becomes a member of an alliance system and begins to partake in global 2012, TESCCC 10/10/12 Page 11 of 242
decisions 1929 Stock Market Crash, beginning of the Great Depression U.S. becomes economically vulnerable Changing role of federal government in domestic economic policy 1939-1945: World War II U.S. becomes a global leader 1957 Sputnik and U.S.-Soviet Space Race A sense of urgency grows to compete with the Soviet Union Funding towards education in mathematics and science 1968-1969: Martin Luther King, Jr., assassination, and U.S. lands on the moon 1991 Cold War ends 2001 terrorist attacks on World Trade Center and the Pentagon 2008 election of first African American president, Barack Obama 8.3 History. The student understands the foundations of representative government in the United States. The student is expected to: 8.3A Explain the reasons for the growth of representative government and institutions during the colonial period. Readiness Standard Explain REASONS FOR GROWTH OF REPRESENTATIVE GOVERNMENT AND INSTITUTIONS DURING COLONIAL PERIOD US.1 History. The student understands the principles included in the Celebrate Freedom Week program. The student is expected to: 2012, TESCCC 10/10/12 Page 12 of 242
The distance from England created a need for colonists to make their own laws and keep peace and order. Colonists were accustomed to English traditions and structures. Most colonies were self-governing, electing members of their community to a general assembly, which made their laws. 8.3B Analyze the importance of the Mayflower Compact, the Fundamental Orders of Connecticut, and the Virginia House of Burgesses to the growth of representative government. Supporting Standard Analyze IMPORTANCE OF DOCUMENTS TO THE GROWTH OF REPRESENTATIVE GOVERNMENT Mayflower Compact an agreement that established the idea of self-government and majority rule. Signed by most of the men on the Mayflower, this compact was an agreement to form a political body and give it the power to enact laws for the good of the colony. The Fundamental Orders of Connecticut first written constitution in the colonies. This document stated that people had the right to elect governors, judges, and a legislature. The Virginia House of Burgesses first representative assembly in the American colonies. Representatives immediately 2012, TESCCC 10/10/12 Page 13 of 242
began to enact laws and to safeguard individual rights. 8.3C Describe how religion and virtue contributed to the growth of representative government in the American colonies. Supporting Standard Describe HOW RELIGION AND VIRTUE CONTRIBUTED TO THE GROWTH OF REPRESENTATIVE GOVERNMENT IN THE AMERICAN COLONIES 5.1 History. The student understands the causes and effects of European colonization in the United States beginning in 1565, the founding of St. Augustine. The student is expected to: Religious freedom was a main cause for the establishment of the American colonies. Religious groups (Pilgrims, Puritans, Quakers, etc.) created communities that were self-governed. Penn Colony (Pennsylvania) was an experiment in the possibility of equality and citizens involved in the government. 8.2 History. The student understands the causes of exploration and colonization eras. The students is expected to: 8.2A Identify reasons for European exploration and colonization of North America. Readiness Standard Identify REASONS FOR EUROPEAN EXPLORATION 2012, TESCCC 10/10/12 Page 14 of 242
AND COLONIZATION 5.1A Explain when, where, and why groups of people explored, colonized, and settled in the United States, including the search for religious freedom and economic gain. Explain WHEN, WHERE, AND WHY GROUPS OF PEOPLE EXPLORED, COLONIZED, AND SETTLED IN THE UNITED STATES Exploration of the New World by Europeans in the 16th and 17th centuries was fueled by the search for gold (and raw materials and new markets), the desire to bring glory to themselves and their king by conquering new lands, and a desire to bring Christianity to peoples of Reasons for exploration Religion (God) Wealth (Gold) Fame (Glory) National pride Curiosity Faster, cheaper trade routes to Asia Reasons for colonization Religious freedom Political freedom Economic opportunity (mercantilism) Social mobility A better way of life 8.2B Compare political, economic, religious, and social reasons for the establishment of the 13 English colonies. Supporting Standard Compare POLITICAL, ECONOMIC, RELIGIOUS AND SOCIAL REASONS FOR ESTABLISHING 13 ENGLISH COLONIES Political Competition with Spain and France who had many colonies in the Americas Economic Increase trade and markets for English 2012, TESCCC 10/10/12 Page 15 of 242
the New World (God, gold, glory) exports (mercantilism) Colonization by Europeans in the 17th Source of raw materials and 18th centuries was meant to create a foothold in new lands during a period of Religious expansion by European powers (France, Seeking religious freedom Spain, Great Britain, Portugal, also the Social Dutch). European countries were highly competitive and intent on control of land Opportunity for adventure and its resources. Spanish conquered much of western South America, Central America, and Mexico, overthrowing the Aztec (Cortes) and Inca (Pizarro) 1565 San Augustine (Florida), the first permanent European settlement in what is now the continental United States, was founded by Spain in 1565. The area was earlier explored by both France and Spain (Ponce de Leon). To discourage French colonization, Pedro Menéndez de Avilés was sent to establish a colony. St. Augustine remained the sole European settlement in the continental United States for many decades. French settled Newfoundland, Canada, much of what is now the central area of continental United States, down to New Orleans English early settlements in Virginia (e.g., Roanoke and Jamestown) and New England (e.g., Plymouth Colony) Settlement once colonies were established, settlement by Europeans was driven by a search for religious freedom and economic gain Colonies settled in search of economic England was overcrowded and settlers desired owning land 2012, TESCCC 10/10/12 Page 16 of 242
gain: Virginia (Roanoke and Jamestown), New York, Delaware, North Carolina, South Carolina, New Jersey Colonies settled in search of religious freedom (though profit was also a motivator): Massachusetts (Plymouth), New Hampshire, Maryland, Pennsylvania, Connecticut 5.1B Describe the accomplishments of significant individuals during the colonial period including William Bradford, Anne Hutchinson, William Penn, John Smith, John Wise and Roger Williams. Describe ACCOMPLISHMENTS OF COLONIAL LEADERS William Bradford an exemplary leader and writer, a Puritan and leader (governor) of the Plymouth colony. Accomplishments include the contributions he made to the Mayflower Compact, leadership of the Plymouth colony, building relationships with the Native Americans. Anne Hutchinson a proponent of religious freedom and tolerance, but was viewed as a controversial character and eventually banished from the Massachusetts Bay Colony William Penn a Quaker who settled the colony of Pennsylvania and allowed for freedom of worship John Smith ensured survival of Jamestown with his leadership qualities 2012, TESCCC 10/10/12 Page 17 of 242
John Wise minister in Massachusetts who led a protest against taxes imposed by the British government Roger Williams founded the colony of Rhode Island and secured religious freedom for members of his community 5.2 History. The student understands how conflict between the American colonies and Great Britain led to American independence. The student is expected to: 5.2A Identify and analyze the causes and effects of events prior to and during the American Revolution including the French and Indian War and the Boston Tea Party. Identify 8.4 History. The student understands significant political and economic issues of the revolutionary era. The student is expected to: 8.4A Analyze causes of the American Revolution, including the Proclamation of 1763, the Intolerable Acts, the Stamp Act, mercantilism, lack of representation in Parliament, and British economic policies following the French and Indian War. CAUSES AND EFFECTS OF EVENTS PRIOR TO AND DURING THE AMERICAN REVOLUTION Readiness Standard Analyze French and Indian War The portion of a war between England and France (the Seven Years War) that took place in colonial America. The English victory doubled their colonial territory since France ceded much of its North American claims, but the cost of the war left the British treasury depleted. (The Indian tribes allied with the French.) In order to gain money to repay war debts (and to reassert authority over British colonies), the British government passed laws and taxes that were unpopular in the American colonies. CAUSES OF AMERICAN REVOLUTION Proclamation of 1763 British Parliament law; colonists were forbidden to settle west of the Appalachian Mountains, Britain wanted a buffer zone between the colonists and the Native Americans (reduce threat of violence), but the colonists wanted to settle the fertile Ohio River Valley Intolerable Acts (passed in 1774, also known as the Coercive Acts); British reaction to the Boston Tea Party; closed the port of Boston until the tea was paid for, restructured Massachusetts government, troops quartered in Boston and British officials accused of crimes sent to England or Canada for trial; colonists 2012, TESCCC 10/10/12 Page 18 of 242
Sugar Act, Stamp Act, Townshend Acts: British laws that placed taxes on almost everything that colonists needed or used in their daily lives reacted by boycotting British goods and First Continental Congress convenes (September, 1774) Boston Tea Party in 1773, a band of American colonists led by Samuel Adams (and the Sons of Liberty) boarded British ships (East India Company) and dumped tea into Boston Harbor to protest the Tea Act. As a result, Boston port was closed and town meetings were banned. The Tea Party led to a crackdown by the British government, including the punitive Intolerable Acts (e.g., the Boston Port Act that closed the Port of Boston, the Massachusetts Government Act that essentially put the Massachusetts colonial government directly under British control and limited town meetings, the Administration of Justice Act that allowed trials to Great Britain, the Quartering Act that allowed British governor to house soldiers in private homes). Declaration of Independence in 1776, Jefferson wrote that when a form of government destroys the rights of people it governs, they have a right to abolish it. A declaration for the independence of the American colonies from Great Britain was written, and this led to a war between the colonists and Great Britain. Stamp Act (passed in 1765); required that all legal documents (diplomas, contracts, wills, newspapers, etc.) have an official stamp showing that a tax had been paid; British used this to generate revenue to help cover the cost of the French and Indian War; colonists reacted by rioting and Stamp Act Congress convenes (October, 1765) Mercantilism system by which a nation increases its wealth and power by obtaining gold and silver from its colonies. It includes a favorable balance of trade. The colonies become a source of raw materials for the mother country. The colonies also are expected to be the purchasers of manufactured goods from the mother country. Mercantilism includes the theory that a colony exists for the economic benefit of the mother country. Lack of representation in Parliament since the formation of the colonies, the colonists had set up their own legislative assemblies; colonists were unhappy about Britain s insistence on the supremacy of Parliament (taxation); the debate turned into one regarding representation, the colonists did not have direct representation in Britain s law-making body (Parliament); Britain argued that the colonies had virtual representation British economic policies following the French and Indian War to raise money to help pay off the debt incurred from the French and Indian War caused many colonists to resent British rule (Ex: Sugar Act, Stamp Act, Townshend Acts, Tea Act, 2012, TESCCC 10/10/12 Page 19 of 242
etc.) 5.2B Identify the Founding Fathers and Patriot heroes, including John Adams, Samuel Adams, Benjamin Franklin, Nathan Hale, Thomas Jefferson, the Sons of Liberty, and George Washington; and their motivations and contributions during the revolutionary period. Identify CONTRIBUTIONS OF SIGNIFICANT INDIVIDUALS DURING THE REVOLUTIONARY PERIOD Founding Fathers political leaders and statesmen instrumental in founding the United States. They signed the Declaration of Independence, participated in the American Revolution, helped establish the United States Constitution, or contributed in some other important way. The term usually refers to Benjamin Franklin, George Washington, John Adams, Thomas Jefferson, John Jay, James Madison, and Alexander Hamilton. John Adams significant leader in advocating a growing movement to declare independence from Great Britain Samuel Adams political activist and organizer of the rebellion against British policies. He spoke and wrote articles against British restrictions in Massachusetts and was a leader of the Boston Tea Party. He attended the First Continental Congress and signed the Declaration of Independence. Benjamin Franklin a Founding Father, 8.4B Explain the roles played by significant individuals during the American Revolution, including Abigail Adams, John Adams, Wentworth Cheswell, Samuel Adams, Mercy Otis Warren, James Armistead, Benjamin Franklin, Bernardo de Gálvez, Crispus Attucks, King George III, Haym Salomon, Patrick Henry, Thomas Jefferson, the Marquis de Lafayette, Thomas Paine, and George Washington. Supporting Standard Explain ROLES PLAYED BY SIGNIFICANT INDIVIDUALS DURING THE AMERICAN REVOLUTION Abigail Adams wife of John Adams, served as his confidant and support while he served in the Continental Congress. When John and others were considering a declaration of independence, Abigail reminded him to take care of the women, who would not hold themselves bound by laws in which they had no voice ( Remember the ladies ). John Adams lawyer and politician; defended British soldiers after the Boston Massacre; a member of the Continental Congress (representing Massachusetts); strong supporter of independence Wentworth Cheswell African American Patriot; like Paul Revere he made an allnight ride back from Boston to warn his community of the impending British invasion; served in the army and fought at US.1C Explain the contributions of the Founding Fathers such as Benjamin Rush, John Hancock, John Jay, John Witherspoon, John Peter Muhlenberg, Charles Carroll, and Jonathan Trumbull Sr. Supporting Standard Explain CONTRIBUTIONS OF THE FOUNDING FATHERS Benjamin Rush from Pennsylvania; treasurer of the U.S. Mint from 1797 to 1813; physician, writer, educator, Founding Father; Signed Declaration of Independence and attended Continental Congress John Hancock representative from Massachusetts; president of the Continental Congress in 1775; first to sign Declaration of Independence John Jay representative from New York at the Continental Congresses; signer of the Declaration of Independence; helped negotiate the Treaty of Paris 1783 that ended the American Revolution; diplomat to England in late 1700s where he negotiated Jay s Treaty that averted threat of another war with the British John Witherspoon active clergyman; New Jersey representative that signed the Declaration of Independence; later President of modern Princeton University John Peter Muhlenberg clergyman; soldier during Colonial, Revolutionary, and Post- Revolutionary eras in Pennsylvania; elected 2012, TESCCC 10/10/12 Page 20 of 242
the Battle of Saratoga to the first U.S. Congress statesman and diplomat during the American revolutionary period, intimately involved in writing the Declaration of Independence and Constitution and instrumental in forging an alliance between the colonies and France that helped win the war. In 1783, he was one of the negotiators of the Treaty of Paris that ended the American Revolution. Nathan Hale lieutenant in the Continental Army and American patriot who was caught by the British for being behind enemy lines while out of uniform (spying). Condemned as a spy, Hale was hanged (by the British) for treason. Captain Montresor, witness to Hale s execution, quoted Hale s last words on the gallows as, I only regret that I have but one life to lose for my country. Thomas Jefferson Founding Father and principal author of Declaration of Independence; early and effective leader in the American Revolution Sons of Liberty workers and tradesmen who originally banded together to undermine the Stamp Act; they were the driving force behind the Boston Tea Party. Their motto became, No taxation without representation. George Washington commander in Chief of the Continental Army during the American Revolution; led the colonies to independence when the British surrendered at the Battle of Yorktown MOTIVATIONS DURING THE REVOLUTIONARY PERIOD Samuel Adams played a role in many of the events which contributed to the Revolution including organized opposition to the Stamp Act, protests waged by the Sons of Liberty, and the Boston Massacre Mercy Otis Warren wife of a Massachusetts Patriot; anonymously wrote several propaganda pieces supporting the Patriot cause James Armistead slave in Virginia; Marquis de Lafayette recruited him as a spy for the Continental Army. Posing as a double agent, forager and servant at British headquarters, he moved freely between the lines with vital information on British troop movements for Lafayette; contributed to the American victory at Yorktown Benjamin Franklin a member of the committee which wrote the Declaration of Independence, but spent most of the period of the American Revolution in France. He represented the colonies as the American envoy starting in 1776 and remained until 1785. He negotiated the alliance with France and then the Treaty of Paris which ended the war. Bernardo de Gálvez Spanish nobleman who became governor of the province of Louisiana (January, 1777), protected American ships in the port of New Orleans and helped transport war supplies, and took up arms and fought to protect Louisiana Crispus Attucks a black man; became the first casualty of the American Revolution when he was shot and killed in what became known as the Boston Charles Carroll Catholic; signer of Declaration of Independence; delegate to Constitutional Convention; Senator from Maryland Jonathan Trumbull Sr. the only colonial governor who supported the American cause/side in the Revolution 2012, TESCCC 10/10/12 Page 21 of 242
Massacre These significant leaders were motivated by deeply held beliefs that they were willing to stand behind with words and actions. King George III feared that the loss of one group of colonies would lead to the loss of others and the eventual decline of the empire. To prevent this, the Crown maintained an aggressive policy against colonial resistance. George III struggled to enforce royal authority throughout his reign. Haym Salomon a Polish-born Jewish immigrant to America who played an important role in financing the Revolution; arrested by the British as a spy; used by the British as an interpreter with their German troops; helped British prisoners escape and encouraged German soldiers to desert the British army; became a broker to the French consul and paymaster to French troops in America Patrick Henry a member of the Virginia House of Burgesses; spoke against the Stamp Act; famous quote Give me liberty or give me death; during the Revolution he served in the Continental Army Thomas Jefferson early and effective leader in the American Revolution. He was a delegate to the Continental Congress in Philadelphia and in 1776 he was a member of the committee which wrote the Declaration of Independence; chief writer of Declaration of Independence, which was approved by the delegates. The Marquis de Lafayette a French aristocrat who played a leading role in two revolutions in France and in the American Revolution. He respected the concepts of liberty and freedom and constitutional government. Between 1776 and 1779 he fought in the American Revolution, commanding forces as a major-general in 2012, TESCCC 10/10/12 Page 22 of 242
the colonial army; important because France joined the Colonists against the British. Thomas Paine propagandist and journalist; wrote pamphlet Common Sense persuading Americans to join the Patriot cause George Washington a resident of Virginia, he was a surveyor, a planter, a soldier in the French and Indian War, a delegate to the First and Second Continental Congresses, commander-inchief of the Continental Army during the American Revolution, and the chairman of the Constitutional Convention in 1787 8.4C Explain the issues surrounding important events of the American Revolution, including declaring independence; writing the Articles of Confederation; fighting the battles of Lexington, Concord, Saratoga, and Yorktown; enduring the winter at Valley Forge; and signing the Treaty of Paris of 1783. Readiness Standard Explain ISSUES SURROUNDING IMPORTANT EVENTS OF THE AMERICAN REVOLUTION Declaring independence reaction to King George III s refusal to acknowledge the colonial requests/demands, dissolve the political bands with Britain, provided philosophy for the establishment of the new nation ( all men are created equal and endowed by their creator with certain unalienable rights, that among these are US.1B Analyze and evaluate the application of these founding principles to historical events in U.S. history. Supporting Standard Analyze, Evaluate APPLICATION OF THESE FOUNDING PRINCIPLES TO HISTORICAL EVENTS IN U.S. HISTORY All men are created equal passage of the suffrage amendments and Civil Rights acts Structure of government (balanced and limited) anytime when the power of one of the branches of government was significant: passing laws, vetoing laws, declaring war, Executive Orders, etc. Individual rights the individual rights protected in the Bill of Rights include economic rights related to property, political rights related to freedom of speech and 2012, TESCCC 10/10/12 Page 23 of 242
life, liberty and pursuit of happiness ), and listed grievances against the King of England Writing the Articles of Confederation occurred at the Second Continental Congress (1776), created a new form of government for the independent colonies, included one branch a Congress including one representative from each of the former colonies Battles of Lexington and Concord 1st battles of the war; ( The shot heard round the world ) Battle of Saratoga turning point of the war; France joined the colonists after this victory, tipping the scale Battle of Yorktown surrender of Cornwallis brought end of war Enduring the winter at Valley Forge after suffering several defeats, Washington took his army to Valley Forge for the winter of 1777. There the men were trained and became more of a professional army (rather than militias). The winter was harsh and men suffered from starvation and frostbite. Signing the Treaty of Paris 1783 independence recognized, boundaries extended to Canada in the North, the Mississippi River in the West, and Florida in the South press, and personal rights related to bearing arms and maintaining private residences. 5.2C Summarize the results of the American Revolution, including the establishment of the United States, and the development of the U.S. military. Summarize RESULTS OF THE AMERICAN REVOLUTION 2012, TESCCC 10/10/12 Page 24 of 242
A treaty (Treaty of Paris, 1783), was signed by Great Britain, and ratified by the United States Congress of the Confederation. In the treaty, Great Britain acknowledged sovereignty for the colonies, recognizing the United States as an independent nation and ceding all claimed territory between the Appalachian Mountains and the Mississippi River to the United States. The Articles of Confederation was the first written constitution of the United States. They specified how the national government would operate. The Continental Army, with George Washington as its commander, was formed by the Continental Congress in 1775. The army, along with state militia forces, made up the colonial revolutionary forces. Because of a pervasive distrust of permanent (or "standing") armies, the Continental Army was quickly disbanded after the Revolution. The Congress of the Confederation officially created the United States Army after the end of the revolutionary war to replace the disbanded Continental Army. The U.S. military evolved from militia (military force composed of ordinary citizens) to a welltrained standing army and navy. 5.3 History. The student understands the events that led from the Articles of Confederation to the creation of the U.S. Constitution and the government it established. The student is expected to: 5.3A Identify the issues that led to the creation of the U.S. Constitution, including the weaknesses of the Articles of 8.4D Analyze the issues of the Constitutional Convention of 1787, including the Great Compromise and the Three-Fifths US.1A Analyze and evaluate the text, intent, meaning, and importance of the Declaration of Independence and the U.S. Constitution, 2012, TESCCC 10/10/12 Page 25 of 242