Contents
Lesson 1:
Lesson 2:
Lesson 3:
Lesson 4:
Lesson 5:
Lesson 6:
Lesson 7:
Lesson 8:
Lesson 10:
Answer Key: Slides 20 - 37
Definition the process of making a place or culture more English by adapting foreign customs or traditions to English ways | Quote “Anglicization hinges on two powerful ironies: first, that the thirteen mainland colonies had never been more British than they were on the eve of their War of Independence from Britain; and, second, that this shared Britishness, rather than a sense of American distinctiveness, enabled these colonies to make common cause in the Revolution, and the creation of the early Republic.”
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Illustration | Question |
Anglicization
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My understanding: 4 3 2 1
Name: _____________________________________ Date: ________ Class: ____________________
Give One |
PROMPT:
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MY ANSWER:
|
Get One | ||
1. 2. | 1. 2. | 1. 2. |
1. 2. | 1. 2. | 1. 2. |
1. 2. | 1. 2. | 1. 2. |
Name: _____________________________________ Date: ________ Class: ____________________
Definition a struggle between Great Britain and France for control over North America that was part of a larger global conflict known as the Seven Years’ War (1754-1763) | Quote “The French and Indian War is misnamed… Both the French and the British sought Indian allies. Both were often frustrated in dealing with Indian leaders who clearly understood the risks of involvement, and sought to balance their own need for access to European goods against those risks.”
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Characteristics | Question |
French & Indian War
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My understanding: 4 3 2 1
Name: _____________________________________ Date: ________ Class: ____________________
NOTICE
What do you see that seems interesting or important?
WONDER
What questions do you have about these maps?
THINK
What do you suppose is happening between 1754 and 1763?
Source: Modern School Supply Company, and E. W. A Rowles, “Claims Before and After French and Indian Wars,” in The comprehensive series, historical-geographical maps of the United States, Library of Congress, Geography and Map Division, 1919.
Name: _____________________________________ Date: ________ Class: ____________________
Definition a war between Great Britain and its 13 North American colonies who successfully established the United States of America (1775-1783) | Quote “What do we mean by the revolution? The war? That was no part of the revolution… The revolution was in the minds of the people, and this was effected from 1760 to 1775…”
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Illustration | Question |
American Revolution
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My understanding: 4 3 2 1
Name: _____________________________________ Date: ________ Class: ____________________
VIDEO REFLECTION:
In 3-5 sentences, answer the following prompt.
What part of Crispus Attucks’s story stood out to you the most, and why?
PLAY VIDEO: Crispus Attucks and the Boston Massacre (Begin at 0:27)
Name: _____________________________________ Date: ________ Class: ____________________
Definition a form of taxation levied on certain goods and services that are imported and exported | Quote “As in the Stamp Act crisis, resistance seemed mandatory because, as John Adams wrote, the tea duty represented ‘an attack upon a fundamental principle of the constitution’...”
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Illustration | Question |
Duty
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My understanding: 4 3 2 1
Name: _____________________________________ Date: ________ Class: ____________________
Source: British Parliament, Newspaper posting of the Stamp Act, 1765. Public Domain.
PREDICTION
In part, due to the French and Indian War, the British sustained significant debts. In order to increase revenue, they began to enact several taxes on the colonies.
What do you predict will happen has a result of these taxes?
Name: _____________________________________ Date: ________ Class: ____________________
Definition the state of being free within a society; often used to emphasize freedom from political or legal restrictions | Quote “The advancement and diffusion of knowledge… is the only guardian of true liberty.”
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Characteristics/ Examples | Question |
Liberty
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My understanding: 4 3 2 1
Name: _____________________________________ Date: ________ Class: ____________________
Source: William Walcutt, “Pulling Down the Statue of King George III,” 1854. Public Domain.
SAY-IT-IN-SIX
Using your prior knowledge about the American Revolution and the image, write a Say-it-in-Six.
Name: _____________________________________ Date: ________ Class: ____________________
Definition cruel, unreasonable, and oppressive use of power or control by a government | Quote “Tyranny, like hell, is not easily conquered; yet we have this consolation with us, that the harder the conflict, the more glorious the triumph.”
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Illustration | Question |
Tyranny
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My understanding: 4 3 2 1
Name: _____________________________________ Date: ________ Class: ____________________
Source: Jean Leon Gerome Ferris, “Writing the Declaration of Independence,” ca. 1921. Public Domain
Name: _____________________________________ Date: ________ Class: ____________________
Definition a statement or situation that seems contradictory or absurd, yet may contain a deeper truth or reveal a surprising aspect of reality | Quote “It’s paradoxical that the idea of living a long life appeals to everyone, but the idea of getting old doesn’t appeal to anyone.”
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Illustration | Question |
Paradox
--------------------------------------------------------
My understanding: 4 3 2 1
Name: _____________________________________ Date: ________ Class: ____________________
Quote Analysis: In 3-5 sentences, answer the following prompt.
How do these two quotes reveal a paradox?
Name: _____________________________________ Date: ________ Class: ____________________
“We hold these truths to be self-evident, that all men are created equal…”
The Declaration of Independence, 1776.
“I have sometimes been ready to think that the passion for Liberty cannot be equally strong in the breasts of those who have been accustomed to deprive their fellow Creatures of theirs.”
Abigail Adams, Letter to John Adams, March 31, 1776.
Definition a highly contagious, sometimes deadly disease characterized by a severe rash and fever that progresses to blisters, scabs, and scars | Quote "If it is in General Gage's power, I expect he will send ye small pox into ye army—but I hope in ye infinite mercy of God he will prevent it, as he hath done in every attempt that he has made yet."
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Illustration | Question |
Smallpox
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My understanding: 4 3 2 1
Name: _____________________________________ Date: ________ Class: ____________________
A-Z Guide
In the boxes, write words relating to or describing the topic listed below. Put the word in the box with the first letter of the word. Try to use as many letters as you can!
Topic: Disease | ||
A: | B: | C: |
D: | E: | F: |
G: | H: | I: |
J: | K: | L: |
M: | N: | O: |
P: | Q: | R: |
S: | T: | U: |
V: | W: | X: |
Y: | Z: | |
Name: _____________________________________ Date: ________ Class: ____________________
Definition an American colonist who remained a supporter of Great Britain during the American Revolution | Quote “Loyalists are often stereotyped as members of a small conservative elite: rich, educated, Anglican, and with strong ties to Britain… In fact, historians estimate that between a fifth and a third of American colonists remained loyal to the king.”
|
Illustration | Question |
Loyalist
--------------------------------------------------------
My understanding: 4 3 2 1
Name: _____________________________________ Date: ________ Class: ____________________
Quickwrite: In 3-5 sentences, answer the following prompt.
Why do people interpret shared experiences in different ways?
Name: _____________________________________ Date: ________ Class: ____________________
Definition the process of making a place or culture more English by adapting foreign customs or traditions to English ways | Quote “Anglicization hinges on two powerful ironies: first, that the thirteen mainland colonies had never been more British than they were on the eve of their War of Independence from Britain; and, second, that this shared Britishness, rather than a sense of American distinctiveness, enabled these colonies to make common cause in the Revolution, and the creation of the early Republic.”
|
Illustration | Why did the colonists focus on their “shared Britishness” if they were going to seek independence? Question |
Anglicization
--------------------------------------------------------
My understanding: 4 3 2 1
Name: _____________________________________ Date: ________ Class: ____________________
Give One |
PROMPT:
|
MY ANSWER:
|
Get One | ||
1. 2. | 1. 2. | 1. 2. |
1. 2. | 1. 2. | 1. 2. |
1. 2. | 1. 2. | 1. 2. |
Name: _____________________________________ Date: ________ Class: ____________________
Answers will vary, but may include the following ideas:
Definition a struggle between Great Britain and France for control over North America that was part of a larger global conflict known as the Seven Years’ War (1754-1763) | Quote “The French and Indian War is misnamed… Both the French and the British sought Indian allies. Both were often frustrated in dealing with Indian leaders who clearly understood the risks of involvement, and sought to balance their own need for access to European goods against those risks.”
|
Characteristics | What benefits would have encouraged American Indians to fight in this war between Europeans? Question |
French & Indian War
--------------------------------------------------------
My understanding: 4 3 2 1
Name: _____________________________________ Date: ________ Class: ____________________
NOTICE
What do you see that seems interesting or important?
I see that the French land (green) is gone from the second map.
WONDER
What questions do you have about these maps?
How were American Indians impacted by the changes shown in the maps?
THINK
What do you suppose is happening between 1754 and 1763?
Since the land claimed by Britain and Spain expanded, they must have won a war against France.
Source: Modern School Supply Company, and E. W. A Rowles, “Claims Before and After French and Indian Wars,” in The comprehensive series, historical-geographical maps of the United States, Library of Congress, Geography and Map Division, 1919.
Name: _____________________________________ Date: ________ Class: ____________________
Definition a war between Great Britain and its 13 North American colonies who successfully established the United States of America (1775-1783) | Quote “What do we mean by the revolution? The war? That was no part of the revolution… The revolution was in the minds of the people, and this was effected from 1760 to 1775…”
|
Illustration | What groups of people wanted independence and what groups didn’t? Question |
American Revolution
--------------------------------------------------------
My understanding: 4 3 2 1
Name: _____________________________________ Date: ________ Class: ____________________
VIDEO REFLECTION:
In 3-5 sentences, answer the following prompt.
What part of Crispus Attucks’s story stood out to you the most, and why?
What stood out to me most about Crispus Attucks’s story was that he was the first person killed in the Boston Massacre. I didn’t know that someone of African and Native American descent was the first to die in the fight for American independence. It surprised me that he took such a big risk by standing up to British soldiers. His bravery makes me think about how many different people helped shape our country, even if they don’t always get talked about.
PLAY VIDEO: Crispus Attucks and the Boston Massacre (Begin at 0:27)
Name: _____________________________________ Date: ________ Class: ____________________
Definition a form of taxation levied on certain goods and services that are imported and exported | Quote “As in the Stamp Act crisis, resistance seemed mandatory because, as John Adams wrote, the tea duty represented ‘an attack upon a fundamental principle of the constitution’...”
|
Illustration | Why did Britain pass and enforce new taxes? Question |
Duty
--------------------------------------------------------
My understanding: 4 3 2 1
Name: _____________________________________ Date: ________ Class: ____________________
Source: British Parliament, Newspaper posting of the Stamp Act, 1765. Public Domain.
PREDICTION
In part, due to the French and Indian War, the British sustained significant debts. In order to increase revenue, they began to enact several taxes on the colonies.
What do you predict will happen has a result of these taxes?
I think the colonists will get really upset about the new taxes because they didn’t have a say in them. They might start to protest or argue that it’s unfair. I predict this could cause more problems between the colonists and Britain, maybe even leading to a rebellion.
Name: _____________________________________ Date: ________ Class: ____________________
Definition the state of being free within a society; often used to emphasize freedom from political or legal restrictions | Quote “The advancement and diffusion of knowledge… is the only guardian of true liberty.”
|
Characteristics/ Examples | How did people decide who deserved liberty during the Revolution? Question |
Liberty
--------------------------------------------------------
My understanding: 4 3 2 1
Name: _____________________________________ Date: ________ Class: ____________________
Source: William Walcutt, “Pulling Down the Statue of King George III,” 1854. Public Domain.
SAY-IT-IN-SIX
Using your prior knowledge about the American Revolution and the image, write a Say-it-in-Six.
No King. No Taxes. Only Freedom.
Name: _____________________________________ Date: ________ Class: ____________________
Definition cruel, unreasonable, and oppressive use of power or control by a government | Quote “Tyranny, like hell, is not easily conquered; yet we have this consolation with us, that the harder the conflict, the more glorious the triumph.”
|
Illustration | What made the colonists think the King was acting like a tyrant? Question |
Tyranny
--------------------------------------------------------
My understanding: 4 3 2 1
Name: _____________________________________ Date: ________ Class: ____________________
Source: Jean Leon Gerome Ferris, “Writing the Declaration of Independence,” ca. 1921. Public Domain
Name: _____________________________________ Date: ________ Class: ____________________
“This line about liberty must stay. It’s the heart of the whole thing!”
“We need to make sure every word counts‒this will be remembered for generations.
“Does it sound strong enough? I’ve been working on it for days.”
Definition a statement or situation that seems contradictory or absurd, yet may contain a deeper truth or reveal a surprising aspect of reality | Quote “It’s paradoxical that the idea of living a long life appeals to everyone, but the idea of getting old doesn’t appeal to anyone.”
|
Illustration | What paradoxes exist in history? Question |
Paradox
--------------------------------------------------------
My understanding: 4 3 2 1
Name: _____________________________________ Date: ________ Class: ____________________
Quote Analysis: In 3-5 sentences, answer the following prompt.
How do these two quotes reveal a paradox?
These two quotes show a paradox because they talk about freedom, but not everyone was actually given freedom. The Declaration says that “all men are created equal,” but many people, like enslaved Africans and women, were not treated equally. Abigail Adams points this out by saying it’s strange that people who take away freedom from others say they love liberty. This shows the contradiction between the ideas of the Revolution and what really happened.
Name: _____________________________________ Date: ________ Class: ____________________
“We hold these truths to be self-evident, that all men are created equal…”
The Declaration of Independence, 1776.
“I have sometimes been ready to think that the passion for Liberty cannot be equally strong in the breasts of those who have been accustomed to deprive their fellow Creatures of theirs.”
Abigail Adams, Letter to John Adams, March 31, 1776.
Definition a highly contagious, sometimes deadly disease characterized by a severe rash and fever that progresses to blisters, scabs, and scars | Quote "If it is in General Gage's power, I expect he will send ye small pox into ye army—but I hope in ye infinite mercy of God he will prevent it, as he hath done in every attempt that he has made yet."
|
Illustration | How did smallpox continue to impact people over centuries? Question |
Smallpox
--------------------------------------------------------
My understanding: 4 3 2 1
Name: _____________________________________ Date: ________ Class: ____________________
A-Z Guide
In the boxes, write words relating to or describing the topic listed below. Put the word in the box with the first letter of the word. Try to use as many letters as you can!
Topic: Disease | ||
A: Antibodies | B: Bacteria | C: Contagious |
D: Death | E: Epidemic | F: Fever |
G: Germs | H: Hygiene | I: Immunity |
J: Jaundice | K: Killer Cells | L: Loss |
M: Medicine | N: Nurses | O: Outbreak |
P: Pandemic | Q: Quarantine | R: Recovery |
S: Smallpox | T: Transmission | U: Unvaccinated |
V: Vaccine | W: Widespread | X: X-Ray |
Y: Yellow Fever | Z: Zoonotic | |
Name: _____________________________________ Date: ________ Class: ____________________
Definition an American colonist who remained a supporter of Great Britain during the American Revolution | Quote “Loyalists are often stereotyped as members of a small conservative elite: rich, educated, Anglican, and with strong ties to Britain… In fact, historians estimate that between a fifth and a third of American colonists remained loyal to the king.”
|
Illustration | Why would American colonists want to stay part of the British empire? Question |
Loyalist
--------------------------------------------------------
My understanding: 4 3 2 1
Name: _____________________________________ Date: ________ Class: ____________________
Quickwrite: In 3-5 sentences, answer the following prompt.
Why do people interpret shared experiences in different ways?
People interpret shared experiences differently because everyone brings their own background, feelings, and point of view. For example, one person might think a concert was amazing, while another person thought it was too loud and crowded. Additionally, a person’s role in that experience can shape their perspective. What we notice and remember depends on what’s important to us. Even if the event is the same, the experience feels personal.
Name: _____________________________________ Date: ________ Class: ____________________