Unit 4: Colonies
Essential Question: When is it OK to rebel?
This unit involves the years leading up to the American Revolutionary War. The types of rebellion that will be focused on religious rebellion, political, and economic rebellion. The first two weeks will focus on religious rebellion, and the last two weeks will be on political and economic rebellion.
Formative Assessment #1 – Protestant Reformation
Part 1: Martin Luther and the Protestant Reformation
Art analysis click on the link provided and do an art analysis on the picture. When everyone at your table is done, discuss what you think, what you notice, and what you wonder. Does anyone know who this is?
Art Analysis Image (enlarge if you need to be holding down the “control” and “plus” buttons. Complete the art analysis handout while you reflect.
Protestant Reformation Video link
Protestant Reformation handout
Protestant Branches Research
Part 2: Church of England
Complete the Who's Who Envelopes activity in class. Then read the following article. When you are finished, write one quality sentence on a piece of notebook paper that describes why England becomes Protestant.
Protestant Reformation & Church of England Background Reading
Part 1: Martin Luther and the Protestant Reformation
Art analysis click on the link provided and do an art analysis on the picture. When everyone at your table is done, discuss what you think, what you notice, and what you wonder. Does anyone know who this is?
Art Analysis Image (enlarge if you need to be holding down the “control” and “plus” buttons. Complete the art analysis handout while you reflect.
Protestant Reformation Video link
Protestant Reformation handout
Protestant Branches Research
Part 2: Church of England
Complete the Who's Who Envelopes activity in class. Then read the following article. When you are finished, write one quality sentence on a piece of notebook paper that describes why England becomes Protestant.
Protestant Reformation & Church of England Background Reading
Formative Assessment #2 - Puritans and Freedom
Part 1: Freedom
Go to the Freedom Blog section of the Colonies Unit. Respond to the three blog post questions and comment on others' comments. You can use examples to explain. Update: The website's blog is having trouble allowing you to post. If you are completing this as a make-up assignment, simply respond to the three prompts, making sure to include enough depth to satisfy the rubric requirements.
Writing Style Rubric
4 - Style is appropriate to purpose, is respectful, and furthers the digital conversation.
3 - Comments further the conversation but style may not be respectful or supportive of others’ ideas.
2 - Comments do not further the conversation. They might simply state. “I agree with you.”
1 - Student participates very minimally to the point where assessment of writing skills is not possible.
Part 2: Puritans
Students will explore the concept of religious freedom and the history of religious freedom at the start of the English Colonies. Students will engage in a class analysis of this primary source while completing the following handout.
Model of a Christian Charity
Part 3: Quakers
Students will explore the experience of Quakers in the English colonies and will develop and understanding of religious freedom and what that meant in the early years of the English colonies. If you are absent this day, print out this handout, complete, and turn in when you get back.
Religious Freedom - Quaker Experience handout
Part 1: Freedom
Go to the Freedom Blog section of the Colonies Unit. Respond to the three blog post questions and comment on others' comments. You can use examples to explain. Update: The website's blog is having trouble allowing you to post. If you are completing this as a make-up assignment, simply respond to the three prompts, making sure to include enough depth to satisfy the rubric requirements.
Writing Style Rubric
4 - Style is appropriate to purpose, is respectful, and furthers the digital conversation.
3 - Comments further the conversation but style may not be respectful or supportive of others’ ideas.
2 - Comments do not further the conversation. They might simply state. “I agree with you.”
1 - Student participates very minimally to the point where assessment of writing skills is not possible.
Part 2: Puritans
Students will explore the concept of religious freedom and the history of religious freedom at the start of the English Colonies. Students will engage in a class analysis of this primary source while completing the following handout.
Model of a Christian Charity
Part 3: Quakers
Students will explore the experience of Quakers in the English colonies and will develop and understanding of religious freedom and what that meant in the early years of the English colonies. If you are absent this day, print out this handout, complete, and turn in when you get back.
Religious Freedom - Quaker Experience handout
Formative Assessment #3– Triangle Trade and Mercantilism
Part 1: Triangular Trade
Triangular Trade Word Document (can be completed and submitted online through the Dropbox)
Triangular Trade PDF
Page 77, 83, and 87 reading
Colonial Imports and Exports
Spend about 20 minutes on each of the primary sources listed below. Answer the questions on a separate piece of paper. Work collaboratively. Help each other! Helpful hints: The West Indies is the same thing are the Caribbean and letters that look like "f"s are sometimes "s"s.
Outward Manifest of the Two Friends
Part 2: Mercantilism
Mercantilism and the Navigation Acts Word Document (can be completed and submitted online through the Dropbox)
Mercantilism and the Navigation Acts PDF
You will also need to read page 106 in your textbook for this.
Part 1: Triangular Trade
Triangular Trade Word Document (can be completed and submitted online through the Dropbox)
Triangular Trade PDF
Page 77, 83, and 87 reading
Colonial Imports and Exports
Spend about 20 minutes on each of the primary sources listed below. Answer the questions on a separate piece of paper. Work collaboratively. Help each other! Helpful hints: The West Indies is the same thing are the Caribbean and letters that look like "f"s are sometimes "s"s.
Outward Manifest of the Two Friends
- Where is the cargo headed?
- What type of goods are being shipped?
- Where can you guess the ship is originating from? Why?
- Where is the cargo headed?
- What type of goods are being shipped?
- Based on the cargo, where do you think the ship originated from?
- What is the cargo and where is it from?
- What currency is used to purchase the cargo?
- What other strange/interesting/different things do you notice about the document?
- Where is the ship going?
- Based on some clues and the cargo on board, where do you think the ship originated from?
- Why do you think this ship went to Africa to trade its goods?
Part 2: Mercantilism
Mercantilism and the Navigation Acts Word Document (can be completed and submitted online through the Dropbox)
Mercantilism and the Navigation Acts PDF
You will also need to read page 106 in your textbook for this.
Formative Assessment #4 – Boston Acts and Boycotts
Part 1: French and Indian War
Seven Years War Art and Word Puzzle PDF
For a review on the French and Indian War (Seven Years War), scroll to the bottom of this page and watch the video available there. You only need to watch the first 8 minutes.
Part 2: British Taxation
British Taxation Perspectives and Boycotts Handout
British Taxation Perspectives Reading
Part 3: Rebellion through Boycotts
Modern Consumer Boycotts link
(see the Boycotts handout in the link under British Taxation)
Part 1: French and Indian War
Seven Years War Art and Word Puzzle PDF
For a review on the French and Indian War (Seven Years War), scroll to the bottom of this page and watch the video available there. You only need to watch the first 8 minutes.
Part 2: British Taxation
British Taxation Perspectives and Boycotts Handout
British Taxation Perspectives Reading
Part 3: Rebellion through Boycotts
Modern Consumer Boycotts link
(see the Boycotts handout in the link under British Taxation)
Formative Assessment #5 - Boston Tea Party and Massacre
Part 1: Propaganda and the Boston Massacre
After reading about the Boston Massacre in your textbook on page 148, analyze Paul Revere's Boston Massacre engraving.
Boston Massacre
Boston Massacre Handout Word Document (You can write in this document, save and submit it to the Dropbox)
Boston Massacre PDF
Propaganda Link - This link will take you to a page provided by the Holocaust Museum that focuses on Nazi Propaganda during WWII.
Part 2: Boston Tea Party
Boston Tea Party Handout (will be linked soon)
Tea Party
As you read through the information about the topic, be able to discuss the answers to the following questions in a class discussion. These answers do not need to be turned in as an assignment.
Part 1: Propaganda and the Boston Massacre
After reading about the Boston Massacre in your textbook on page 148, analyze Paul Revere's Boston Massacre engraving.
Boston Massacre
Boston Massacre Handout Word Document (You can write in this document, save and submit it to the Dropbox)
Boston Massacre PDF
Propaganda Link - This link will take you to a page provided by the Holocaust Museum that focuses on Nazi Propaganda during WWII.
- As you view the Nazi Propaganda, what propaganda tools are you noticing they they are using to persuade you to support their position?
Part 2: Boston Tea Party
Boston Tea Party Handout (will be linked soon)
Tea Party
As you read through the information about the topic, be able to discuss the answers to the following questions in a class discussion. These answers do not need to be turned in as an assignment.
- Why do they call themselves the "Tea Party?"
- Do you think this name is accurate when relating it to the Boston Tea Party? Why?
- If you were to describe who the Tea Party is, what would you say?
Summative Assessment #1 - Reflective Essay
"When is it OK to Rebel?" reflective essay and rubric
Summative Assessment Part 2 – Multiple Choice Test
Colonies Test Review
"When is it OK to Rebel?" reflective essay and rubric
Summative Assessment Part 2 – Multiple Choice Test
Colonies Test Review
Standards:
Alaska Performance Standard:
Priority Standards
Supporting Standards
Priority Standards
- GC.A.2 Understand the meaning of fundamental ideas, including equality, authority, power, freedom, justice, privacy, property, responsibility, and sovereignty.
- H.B1.d Comprehend the forces of change and continuity that shape human history through the following persistent organizing themes: the consequences of peace and violent conflict to societies and their cultures.
Supporting Standards
- H.C.2 Use historical data from a variety of primary resources, including letters, diaries, oral accounts, archaeological sites and artifacts, art, maps, photos, historical sites, documents, and secondary research materials.
- H.D.6 Create new approaches to issues by incorporating history with other disciplines, including economics, geography, literature, the arts, science, and technology.
- W.PD.6-8.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
- W.RW.6-8.10 Write routinely over extended time frames (time for reflection and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline‐specific tasks, purposes, and audiences.
- R.CS.6-8.4 Determine the meaning of words and phrases as they are used in a text, including vocabulary specific to domains related to history/social studies.
- W.TTP.6-8.1 Write arguments focused on discipline‐specific content.
- a. Introduce claim(s) abut a topic or issue, acknowledge and distinguish the claim(s) from alternate or opposing claims, and organize the reasons and evidence logically
- b. Support claim(s) with logical reasoning and relevant, accurate data and evidence that demonstrate an understanding of the topic or text, using credible sources.
- c. Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), counterclaims, reasons, and evidence.
- d. Establish and maintain a formal style.
- e. Provide a concluding statement or section that follows from and supports the argument presented.
Salem Witch Trials Assignment - This was not assigned to all students.
Watch the first 15 minutes of this History Channel Video (total length of the video is 45 minutes). Think about what you have learned about the Protestant Reformation, Quakers, and Puritans and follow the directions in the GoogleDocs. (click for link)
