Unit: 03 Lesson: 01 Suggested Duration: 3 days Grade 08 Unit 03 Exemplar Lesson 01: Causes of the American Revolution This lesson is one approach to teaching the State Standards associated with this unit. Districts are encouraged to customize this lesson by supplementing with district-approved resources, materials, and activities to best meet the needs of learners. The duration for this lesson is only a recommendation, and districts may modify the time frame to meet students needs. To better understand how your district may be implementing CSCOPE lessons, please contact your child s teacher. (For your convenience, please find linked the TEA Commissioner s List of State Board of Education Approved Instructional Resources and Midcycle State Adopted Instructional Materials.) Lesson Synopsis In this lesson, students will come to understand how after the French and Indian War the British government found itself in great debt. In an effort to pay off those debts, they relied on the American Colonies. The British Parliament passed several economic policies which they believed could help relieve their financial burdens. They were shocked and unprepared by the colonial response to their policies. Students learn about these policies through cooperative learning, learning stations, interpretation of a lithograph, dialogue and a storyboard. TEKS The Texas Essential Knowledge and Skills (TEKS) listed below are the standards adopted by the State Board of Education, which are required by Texas law. Any standard that has a strike-through (e.g. sample phrase) indicates that portion of the standard is taught in a previous or subsequent unit. The TEKS are available on the Texas Education Agency website at http://www.tea.state.tx.us/index2.aspx?id=6148. 8.1 History. The student understands traditional historical points of reference in U.S. history through 1877. The student is expected to: 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 8.1B Apply absolute and relative chronology through the sequencing of significant individuals, events, and time periods. Supporting Standard 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. Readiness Standard 8.20 Citizenship. The student understands the importance of voluntary individual participation in the democratic process. The student is expected to: 8.20C Analyze reasons for and the impact of selected examples of civil disobedience in U.S. history such as the Boston Tea Party and Henry David Thoreau's refusal to pay a tax. Supporting Standard 8.21 Citizenship. The student understands the importance of the expression of different points of view in a constitutional republic. The student is expected to: 8.21A Identify different points of view of political parties and interest groups on important historical and contemporary issues. Supporting Standard 8.26 Culture. The student understands the relationship between the arts and the times during which they were created. The student is expected to: 8.26B Identify examples of American art, music, and literature that reflect society in different eras. Skills TEKS Supporting Standard 8.29 Social studies skills. The student applies critical-thinking skills to organize and use information acquired through Last Updated 04/17/2013 page 1 of 17
established research methodologies from a variety of valid sources, including electronic technology. The student is expected to: 8.29B Analyze information by sequencing, categorizing, identifying cause-and-effect relationships, comparing, contrasting, finding the main idea, summarizing, making generalizations and predictions, and drawing inferences and conclusions. Eligible for Dual-coding on STAAR Unit: 03 Lesson: 01 Suggested Duration: 3 days 8.29D Identify points of view from the historical context surrounding an event and the frame of reference which influenced the participants. Eligible for Dual-coding on STAAR GETTING READY FOR INSTRUCTION Performance Indicators Grade 08 Unit 03 PI 01 Create a cartoon strip or a storyboard illustrating the causes of the American Revolution, and write a short paragraph from a colonist s point of view explaining the cause that was the breaking point. Standard(s): 8.4A, 8.29B, 8.29D ELPS ELPS.c.1C, ELPS.c.1E, ELPS.c.5B Key Understandings As a unique identity develops, conflicts with existing authority often result. Why might the American Revolution be considered a major era in U.S. history? How are absolute and relative chronology used to sequence significant individuals, events, and time periods? What were the 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? What are the reasons for and the impact of civil disobedience in U.S. history such as the Boston Tea Party? What are the different points of view of interest groups on important historical and contemporary issues? What are examples of American art, music, and literature that reflect society during the Revolutionary era? Vocabulary of Instruction boycott tax civil disobedience revolution mercantilism Materials Attachments All attachments associated with this lesson are referenced in the body of the lesson. Due to considerations for grading or student assessment, attachments that are connected with Performance Indicators or serve as answer keys are available in the district site and are not accessible on the public website. Handout: Causes Leading to the American Revolution: Graphic Organizer Handout: French and Indian War Handout: Navigation Acts Handout: The Proclamation of 1763 Handout: Stamp Act Handout: Quartering Act Handout: Townshend Acts Handout: Boston Massacre Handout: Boston Tea Party and Tea Act Handout: Intolerable/Coercive Acts Teacher Resource: Causes Leading to the American Revolution: Graphic Organizer KEY Teacher Resource: PowerPoint: French and Indian War (optional) Teacher Resource: 8th Grade Timeline (Colonial to Reconstruction) (optional) Last Updated 04/17/2013 page 2 of 17
Teacher Resource: 8th Grade Timeline (Revolutionary Era) (optional) Unit: 03 Lesson: 01 Suggested Duration: 3 days Resources Lithograph "The Destruction of Tea at Boston Harbor. 1773." http://www.archives.gov/historical-docs/todays-doc/index.html?doddate=1216 Advance Preparation 1. Become familiar with content and procedures for the lesson. 2. Refer to the Instructional Focus Document for specific content to include in the lesson. 3. Select appropriate sections of the textbook and other classroom materials that support the learning for this lesson. 4. Preview available resources and websites according to district guidelines. 5. Prepare materials and handouts as needed. 6. Set up nine stations for the Day 1 Explore. 7. The lesson requires that the classroom seating be arranged into nine learning stations. Background Information The causes of the War for Independence played themselves out in a very complex and interesting way. There were many variables involved in influencing how England and the American Colonies responded and reacted as history has recorded. Taxation of course can be described as a major contributor to the tension between both groups, but it grew into something even beyond the imagination of the most patriotic colonist. In order for the students to truly grasp the epic rebellion of the American Colonies, they must understand the spirit of liberty that took hold of the hearts of many colonists. This strong desire to possess freedom is what characterizes this revolution. INSTRUCTIONAL PROCEDURES Instructional Procedures ENGAGE Image Analysis 1. Project an image: Lithograph "The Destruction of Tea at Boston Harbor. 1773." 2. With a partner, students analyze the image using the following discussion points: What objects or people do you see? Describe the actions by the people. What are they doing? Describe the geographic setting. What words stand out and what message is conveyed? 3. Facilitate a discussion about the terms boycott, taxes and civil disobedience What comes to mind when you hear the word boycott? What are some examples of a boycott? Why do people boycott? If you could boycott something what would it be? Why? What comes to mind when you hear the word tax? What are some examples of taxes that you and/or your family pay? What comes to mind when you hear the words civil disobedience? What are some examples of civil disobedience? Notes for Teacher NOTE: 1 Day = 50 minutes Suggested Day 1 20 minutes Materials: Lithograph "The Destruction of Tea at Boston Harbor. 1773." Instructional Note: Students gain an understanding of boycott, tax, and civil disobedience. It also provides them with an opportunity to analyze an image depicting and relative to boycott, tax, and civil disobedience TEKS: 8.1A; 8.4A; 8.20C 4. Use a transition statement such as: We will be analyzing reasons the colonists decided to engage in a war with Great Britian. Our focus today will be on the causes that led to the the American Revolution. EXPLORE Causes 1. Set up nine stations prior to the beginning of class. 2. For each of the stations, assign one of the nine information sheets (see attachments). 3. Group students into three. Assign a role to each student: Suggested Day 1 (cont d) 30 minutes), Day 2 30 minutes Instructional Note: Prior to the beginning of class, set up 9 stations throughout your classroom using the information sheets on causes leading to the American Revolution. You can place them in random order. Last Updated 04/17/2013 page 3 of 17
Recorder: This student will be responsible for recording information on the Handout: Causes Leading to the American Revolution: Graphic Organizer Reader: This student will be responsible for reading the corresponding information sheets aloud to their group. Leader: This student will be responsible for making sure that the group accomplishes their goals within the time allotted and that they continue to add to the graphic organizer. 4. Inform students that they are to read the information sheet at each of the stations. While at the station, each group reads and records their findings on the Handout: Causes Leading to the American Revolution: Graphic Organizer 5. It is recommended that each group rotate the roles (recorder, reader, leader) after each station to ensure that every student is participating equally. Inform students that after about five minutes they are to switch stations. 6. Once graphic organizers are complete, students read through their notes in chronological order and consider all the stations they have visited. They look for cause and effect relationships between the stations, especially between a station and the next station chronologically. (Because students will be working in stations out of chronological order, they need to see how the events are connected to each other.) An alternative to student stations would be to place the information sheets in envelopes and have the students pass them round robin around the classroom. This activity helps students understand the causes for the revolution. Attachments: Unit: 03 Lesson: 01 Suggested Duration: 3 days Handout: Causes Leading to the American Revolution: Graphic Organizer Teacher Resource: Causes Leading to the American Revolution: Graphic Organizer KEY Handout: French and Indian War Handout: Navigation Acts Handout: Proclamation of 1763 Information Sheet Handout: Stamp Act Handout: Quartering Act Handout: Townshend Acts Handout: Boston Massacre Handout: Tea Act & Boston Tea Party Handout: Coercive Acts Teacher Resource: PowerPoint: French and Indian War (optional) TEKS: 8.1A, 8.1B; 8.4A, 8.21A EXPLAIN Exit Card 1. Students complete the sentence on an exit card: The causes of the American Revolution were:. ELABORATE Dialogue 1. With a partner, write a brief dialogue between a colonist and a loyalist. 2. One student plays the role of a colonist while the other student plays the role of a loyalist. 3. Provide students with a sentence starter to encourage discussion. EVALUATE Suggested Day 2 (cont d) 10 minutes TEKS: 8.1A, 8.1B; 8.4A, 8.21A Instructional Note: This activity helps students understand the causes for the revolution. Suggested Day 2 (cont d) 10 minutes Instructional Note: The main purpose for this activity is for students to be able to understand multiple perspectives. TEKS: 8.29B Suggested Day 3 (cont d) 50 minutes Grade 08 Unit 03 PI 01 Create a cartoon strip or a storyboard illustrating the causes of the American Revolution, and write a short paragraph from a colonist s point of view explaining the cause that was the breaking point. Standard(s): 8.4A, 8.29B, 8.29D ELPS ELPS.c.1C, ELPS.c.1E, ELPS.c.5B Last Updated 04/17/2013 page 4 of 17
Causes Leading to the American Revolution: Graphic Organizer Event/Issue Significant Details/Outcome French and Indian War Navigation Acts (1650-1700s) Proclamation of 1763 Currency Act (1764) Stamp Act (1765) Declaratory Act (1765) Quartering Act (1765) Townshend Acts (1767) Boston Massacre (1770) Tea Act/Boston Tea Party (1773) Coercive (Intolerable) Acts (1774) 2012, TESCCC 05/21/12 page 1 of 1
French & Indian War In the 1750 s, Britain and France had colonies in North America. Both the British and the French were competing for control of a valuable area called the Ohio River Valley. This area was a great location for fur trading with Native Americans who lived there. In an effort to protect their trade with Native Americans, the French built forts in the Ohio Valley on land claimed by the colony of Virginia. When the French refused to give up their forts in 1754, George Washington led an army against the French. He was defeated, and soon after Britain declared war on France. Most Native Americans in the region were allies of the French because the French traded with them, but did not settle on their land like the British. In 1754, a congress of the British colonies met in Albany, New York to discuss how to overcome the French. Benjamin Franklin thought it best for the colonies to work together to defeat France. His proposal was called the Albany Plan of Union where each colony would still have its own government but would be united under a central government to decide on important issues together. The colonial governments rejected it. They did not want to lose their power to a central government. In 1759, Britain sent more soldiers to North America and captured Quebec, the capitol of New France. This signaled the defeat of the French and in 1763, Britain and France ended the war and signed the Treaty of Paris of 1763. France was forced to give Britain control of Canada and most of the land east of the Mississippi River which made England the dominant country in North America. In addition to becoming the dominant country in North America, England also acquired heavy debts from the French & Indian War. Because of these debts, the British Parliament passed several policies that taxed the American Colonies in an effort to pay those debts. These policies angered many colonists and created much tension between England and the Colonies. (2012). "join, or die". (2012). [Print Photo]. Retrieved from http://www1.assumption.edu/ahc/1770s/graphics/joinordie.jpg 2012, TESCCC 03/27/13 page 1 of 1
Navigation Acts European nations began to practice the theory of mercantilism. If a nation exported more than they imported, the nation s wealth increased, especially if the nation had colonies that supplied them with goods. This practice created much competition between European nations. Parliament, in the 1650s, passed the Navigation Acts to minimize the threat of a growing Dutch trade. These laws restricted colonial trade. The colonies could only trade with England. These laws also limited what could be traded. The enumerated items (products grown or extracted from the colonies that could be shipped only to England or other colonies within the empire) included sugar, tobacco and indigo. If goods were to be traded with other nations outside of the British Empire, they had to go to Great Britain first. Colonists opposed these laws, especially the Sugar Act of 1733. This law placed a duty (tax) on sugar being imported from the West Indies (France). It made sugar more expensive for the colonists. Eventually, this led to the smuggling of goods (sugar) to avoid paying the taxes imposed by the British. Smugglers were considered criminals by the British, so a law enforcement system and a court system were set up by Britain to deal with the growing number of smugglers. The Vice-Admiralty courts brought criminal charges for smuggling. Parliament also passed the Currency Act. This gave Britain control over the colonial currency. Colonists grew upset because these laws kept them from growing economically by stifling manufacturing. 2012, TESCCC 04/17/13 page 1 of 1
The Proclamation of 1763 British soldiers remained in the Ohio River Valley after the French and Indian War. Order had to be maintained in the region. American Indians opposed the British soldiers and wanted them to leave. This opposition eventually caused a war led by an Ottawa Chief (Pontiac). American Indians lost the war and the tensions continued. To avoid future wars, the British King (George III) issued the Proclamation of 1763. This law gave American Indians the rights to the land and forbade colonists from settling west of the Appalachian Mountains. Colonists grew frustrated and soon disregarded the law. It became very difficult for Britain to maintain full control of the region. 2012, TESCCC 04/17/13 page 1 of 1
Stamp Act In 1765, Parliament passed the Stamp Act which taxed anything printed on paper by requiring colonists to buy a stamp, or seal, for paper products. Parliament continued to try to raise funds to protect the colonies and pay the debt of the French and Indian War through such taxes. This act caused colonists to resent British rule. Samuel Adams began the Committees of Correspondence, groups that contacted other towns and colonies about British taxes and how to fight them. One popular protest method was the boycott, where people refused to buy certain goods in protest. Many colonial women made substitutes for the boycotted British goods. In Boston, Samuel Adams also helped form secret societies called the Sons of Liberty, which were groups of men that protested British policies and sometimes used violence to get their message across. In 1765, a congress of nine colonies met in New York to discuss the taxes at the Stamp Act Congress. They decided that only colonial governments should tax the colonies and they sent a request to King George III to repeal the act. Benjamin Franklin, representing Pennsylvania, spoke before Parliament and urged them to repeal the act so that colonists could end the boycott and prevent a possible revolution. The protests and boycotts worked and King George III had no other choice but to repeal the Stamp Act. The colonies celebrated the repeal of the act, but they still disagreed with Parliament on many issues. After the repeal, the King approved the Declaratory Act which essentially said that Parliament had full authority over legislation in the colonies. 2012, TESCCC 05/21/12 page 1 of 1
Quartering Act After the Stamp Act protests, Britain sent even more troops to keep order in the colonies. Due to the social and political problems that took place in the colonies after the Stamp Act, the British Parliament also passed the Quartering Act of 1765. This act required colonists to quarter, or house and feed, British soldiers. There were two major issues the colonists had with the Quartering Act. The first was that colonists did not like having a standing army of soldiers with blank search warrants, or writs of assistance. They had lost their sense of rights over their property. The other issue was that housing and supplying the soldiers was costly. The British response was that the colonists should pay their share of the expense of providing them with the protection from Indian attacks. In addition, the soldiers began taking jobs at a lower wage which further outraged colonists and increased tension between the colonies and Britain. 2012, TESCCC 05/21/12 page 1 of 1
Townshend Acts The Townshend Acts were another set of laws passed by Parliament in 1767. Colonists had to pay a tax on items such as paper, glass, and tea. Colonists decided to boycott the taxed goods. The Daughters of Liberty would make their own cloth rather than purchase it from Britain. Colonists found ways to replace the goods they were no longer purchasing from Britain. The boycotts and protests worked and by 1770 Parliament repealed most of the taxes. Unfortunately, the tax that was not repealed was the tax on tea. The Sons of Liberty grew impatient and continued to protest. British troops were sent to protect the British officials living in the colonies. 2012, TESCCC 03/28/13 page 1 of 1
Boston Massacre Anger and tension continued to grow as Britain sent more soldiers to Boston when colonists resisted taxes. The tension exploded on March 5, 1770, when a crowd gathered around an angry colonist arguing with a British soldier. Colonists began to shout insults and throw snowballs at the soldier. Soon more soldiers arrived, and as the crowd grew louder and angrier, shots were fired. This deadly situation resulted in five colonists being killed that evening, and the event was later termed the Boston Massacre by colonists. Samuel Adams and other colonists used the incident as propaganda, one-sided information used to influence public opinion. Through the Committees of Correspondence, Samuel Adams shared news and ideas with people in other colonies regarding the incident. John Adams chose to represent the soldiers in this infamous trial to demonstrate that colonists value the right to a trial by jury for all citizens. He later stated that this was his biggest contribution to his country. 2012, TESCCC 04/17/13 page 1 of 1
Tea Act & Boston Tea Party In 1773, Parliament passed the Tea Act, which made the British East India Company (BEIC) the only company allowed to sell tea to the colonies, which made this a monopoly over tea. The price of tea was actually much lower, but colonists were still unhappy that they were forced to pay import taxes to Britain. In order to avoid paying these taxes, colonial merchants refused to unload the tea from the British ships or sell the tea in the colonies. The Daughters of Liberty contributed to the boycott efforts by making their own tea. On December 16, 1773, some Sons of Liberty, disguised as American Indians, boarded the ships and dumped 342 crates of British tea into Boston Harbor. This protest was called the Boston Tea Party. 2012, TESCCC 05/21/12 page 1 of 1
Coercive Acts (Intolerable Acts) The Boston Tea Party made the British government furious. British Prime Minister Lord North convinced Parliament to pass laws called the Coercive Acts in the spring of 1774, which colonists called the Intolerable Acts because they were so harsh. These acts were an effort to make the colonists pay for the tea and to keep the colonists from planning other attacks. These laws stopped all trade between Boston and Britain, did not allow town meetings, gave Britain control of the colony, and strengthened the Quartering Act. Since the port of Boston was closed, the trading of goods between the colonies also stopped which greatly impacted the economies of all the colonies. This led to support for Boston as goods were brought in from the other colonies. In addition, it stirred revolutionary spirit throughout the colonies. 2012, TESCCC 05/21/12 page 1 of 1
Causes Leading to the American Revolution Graphic Organizer KEY Event/Issue French and Indian War Significant Details/Outcome -British government imposed taxes such as the Sugar Act and Townshend Act, to raise money to pay the debt incurred during the French and Indian War Navigation Acts (1650-1700s) -put theory of mercantilism into practice -trade with colonies was to be conducted only in English or colonial ships -some legislation protected colonial interests -Vice-Admiralty courts set up to bring criminal charges for smuggling -stifled colonial manufacturing Proclamation of 1763 Currency Act (1764) Stamp Act (1765) Declaratory Act (1765) Quartering Act (1765) Townshend Acts (1767) Boston Massacre (1770) Tea Act/Boston Tea Party (1773) Coercive (Intolerable) Acts (1774) -King George III issued this proclamation. -recognized the Indians right to the land -did not allow colonists to settle west of the Appalachian Mountains -colonists unhappy with attempt to control them -assumed control of colonial currency system -currency could only be obtained through trade as regulated by Britain -taxed anything printed on paper -Committees of Correspondence was formed to keep in contact with other colonies -Sons of Liberty was formed to protest British policies -Stamp Act Congress met to request repeal of act -act was repealed because of colonial boycott of British goods -King George III declared that Parliament had full authority over legislation in the colonies. -required colonists to house and feed British soldiers -colonists did not like having a standing army -soldiers used writs of assistance, or blank search warrants -housing and supply soldiers was costly -tax on imported tea, glass, paper, and other items -colonists boycotted -Daughters of Liberty helped with boycott by making cloth -Sons of Liberty used violence against tax collectors to protest these acts -deadly riot which resulted in five colonists being killed by British soldiers -incident used as propaganda and became known as the Boston Massacre -made a monopoly over tea; only sold by British East India Company -Sons of Liberty illegally boarded British ships and dumped the tea into Boston Harbor -effort to get colonists to pay for the tea and keep them from planning other attacks -closed the port of Boston which stopped trade, did not allow town meetings, gave Britain control of the colony 2012, TESCCC 05/21/12 page 1 of 1
8 th Grade U.S. History Timeline (Colonial Era through Reconstruction) Colonial Era (1600s) Constitution and Federalism (Late 1700s) Age of Jackson Westward Expansion (Mid 1800s) Revolutionary Era (1700s) The Early Republic Early 1800s Sectionalism Civil War Reconstruction (Mid 1800s to 1877) 2012, TESCCC 05/04/12 page 1 of 1
1750 s to 1760 s French and Indian War (1754-1763) Proclamation of 1763 Sugar Act (1764) Stamp Act (1765) Quartering Act (1765) 8th Grade U.S. History Timeline 1775-1776 Lexington and Concord 2nd Continental Congress Declaration of Independence (Revolutionary Era) CCivilCi Constitution and Federalism Early Republic Age of Jackson Civil War 1770 to 1774 Boston Massacre (1770) Tea Act (1773) Boston Tea Party (1773) Intolerable Acts 1st Continental 1777-1780 s Valley Forge (Dec. 1777) Battle of Saratoga (1777) Articles of Confederation (1781) Battle of Yorktown (1781) Treaty of Paris (1783) U.S. Constitution (1787) 2012, TESCCC 05/15/12 page 1 of 1