Académique Documents
Professionnel Documents
Culture Documents
Mr. Jopowicz
kirk.jopowicz@sths.org
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Mr. Jopowicz
kirk.jopowicz@sths.org
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Overview:
The course begins with an analysis of the complex trade relationship between
England and its American colonies known as mercantilism. By the late seventeenth
century, Enlightenment ideals had spread throughout the American colonies and
were a driving force behind the growing discontent with British imperial policies.
Following the conclusion of the French and Indian War in 1763 the British began to
reassert their control over their colonies and this led to increased dissent and
shared nationalism experiences among colonial leaders, which culminated in a
formal separation from the mother country and drafting a new republican form of
government to implement the ideals and promises of the Declaration of
Independence.
We will explore the reasons behind the British reassertion of control over their North
American colonies and the resulting resistance against the perceived imposition of
taxation and control by the American colonists. Gradually, resistance to various
acts of British taxation and control result in widespread calls for independence,
which results in war in the spring of 1775 and a formal Declaration of Independence
in 1776. This LAP concludes with an analysis of how the American Revolution
affected various groups of colonial citizens.
Learning Objectives:
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6.
Mr. Jopowicz
kirk.jopowicz@sths.org
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In Class:
Read Online:
Read Text:
Mr. Jopowicz
kirk.jopowicz@sths.org
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Read Text:
Read Text:
In Class:
(1) Discussion and analysis: (a) What was the Glorious Revolution in
Great Britain? How did it affect the colonies? How did the
Enlightenment and the Great Awakening movements influence colonial
society? How were they the same? How were they different? (b)
Imagine you were attending a sermon by Jonathan Edwards in 1745.
How would you feel? How would you respond? (2) Read and discuss
John Lockes Second Treatise on Government, p. 1064.
Read Text:
Ch. 4, Sec. 1 The Colonies Fight for Their Rights (p. 116 The French
and Indian War and p. 119 The Colonies Grow Discontented
Mr. Jopowicz
kirk.jopowicz@sths.org
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(1) Discussion and analysis: (a) What was the significance of the
Albany Plan of Union? Why was it not adopted? (b) What role did
George Washington play in the French and Indian War? What was the
significance of George Washington to the colonies during this time
period? (c) What were the provisions of the 1763 Treaty of Paris? How
did the treaty affect the colonies? (d) Why did England begin to assert
more control over its colonies in order to extract additional revenue?
Were they justified? (2) Read online, Pontiac Rallies His Warriors, and
discuss: (a) What was Pontiacs Rebellion? How did the British
respond? (b) What was the Royal Proclamation of 1763? How did the
colonists respond? (c) Did the British break any previous promises to
the colonists? (d) What were the Navigation Acts? Were they easily
enforced? (3) Summarize events that fueled colonial discontent. Were
all colonists alike in their discontent?
Read Text:
Ch. 4, Sec. 1 The Colonies Fight for Their Rights (p. 120 The Stamp
Act Crisis and p. 122 The Townshend Acts)
(1) Discussion and analysis: (a) How did the Sugar Act, Stamp Act,
Declatory Act, and Townshend Duties affect the relationship between
Britain and the colonies? (b) How did groups such as the Sons of
Liberty respond? Were they justified?
Write:
(1) Turn in homework timeline, (2) Discussion and analysis: (a) What
was the nature of colonial rebellion, including refusal to obey British
legislation, local street riots, propaganda publications, and violent
resistance in the form of the Boston Massacre? Were the colonists
justified in this rebellion? (b) Who were the Patriots? Who were the
Loyalists? (3) Begin watching Episode 1 of the HBO mini-series, John
Adams, Part 1: Join or Die.
Study:
Quiz #1 over ch. 3, sec. 3-4, ch. 4 sec. 1, and all material covered thus
far (5 multiple choice, 5 matching)
Mr. Jopowicz
kirk.jopowicz@sths.org
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(1) Take Quiz #1 and review, (2) Continue watching HBOs John
Adams, Episode 1: Join or Die.
Read Text:
(1) Discussion and analysis: (a) How did the Tea Act, Quartering Act,
Coercive Act, and Quebec Act affect the relationship between Britain
and the colonies? (b) What was the significance of the Boston Tea
Party? Was this an appropriate colonial response? (c) What was the
significance of the Gaspee Affair? (2) Finish John Adams, Episode 1.
Read Text:
(1) Discussion and analysis: (a) What were the goals of the First
Continental Congress? Were the delegates united in their concerns
and proposals? (b) How did the fighting at Lexington and Concord
affect the colonists? (c) What were the goals of the Second Continental
Congress? (d) Why did some colonial leaders of the Second
Continental Congress want to extend the Olive Branch Petition to
George III? (e) What was the nature of the debate over using the militia
versus forming a Continental Army in regards to fighting the British?
(2) Read Thomas Paines Common Sense and discuss: What was the
significance of Paines Common Sense? What made this tract so
unique and popular?
Read Text:
(1) Ch. 4, Sec. 4 The War Changes American Society, (2) The
Declaration of Independence, p. 134-137
Mr. Jopowicz
kirk.jopowicz@sths.org
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had on our nation? On the nations of the world? (2) Discussion and
analysis: (a) How did the revolution affect various groups of colonists?
Were all colonists patriots? Did everyone now think of themselves as
Americans? (b) Did the revolution change the societal position of
women and African Americans in the new political system? (c) Trace
the development of American Culture. What were some of its early
characteristics?
Read Ellis:
(1) Reading quiz over Founding Brothers, preface pp. 3-19 (10 multiple
choice, open note and open book), (2) Discussion of Founding Brothers,
preface pp. 3-19. Questions: (a) Why were the major accomplishments
of the Founding Brothers during the Revolution unprecedented? (3
reasons) (b) What were the assets and liabilities of the men in New
York in 1789 as they began to govern under the new Constitution? (c)
What distinguishes the American Revolution from most, if not all
subsequent revolutions? (Explain) (d) According to Ellis, why were the
Founding Brothers successful? (He offers 4 reasons.) (e) Why does Ellis
refer to the individuals as Founding Brothers NOT Founding Fathers?
Study:
Begin preparing for Test #1 over all materials, readings, and text pages
from LAP 1.
Study:
Test #1 over all materials, readings, and text pages from LAP 1 (25
multiple choice, 10 matching, 1 essay)
Test #1
Mr. Jopowicz
kirk.jopowicz@sths.org
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National Archives: the place to go for founding documents and related information:
http://www.archives.gov/exhibits/charters/
The History Channel: videos, illustrations, and other resources on the American
Revolution: http://www.history.com/topics/american-revolution
The Gilder Lehrman Institute of American History, The Founding Era: podcasts and
other useful resources: http://www.gilderlehrman.org/institute/era_founding.php
PBS.org Chronicles of the Revolution: stories of key events during the Revolution
with imbedded links: http://www.pbs.org/ktca/liberty/chronicle.html
Patrick Henrys Give Me Liberty or Give Me Death speech:
http://theamericanrevolution.org/DocumentDetail.aspx?document=18
American.revolution.org: lots of great information and links on this site:
http://americanrevolution.org/
HBOs John Adams Homepage: lots of information to accompany the series we have
been watching in class: http://www.hbo.com/john-adams/index.html
Here are two great lectures by Professor Joanne Freeman as part of Yale's Online
Lecture Series on the American Revolution that deal with 18th century England:
(1) Being a British American https://www.youtube.com/watch?v=h9xzYVDWO0o
(2) Being a British Colonist https://www.youtube.com/watch?v=8_ltTMQ6Gsg
Due Date:
Choose a significant figure from this LAP who had a significant impact on American
history (e.g. John Locke, Benjamin Franklin, George Washington, John Adams,
Samuel Adams, John Hancock, Thomas Jefferson, Thomas Paine, etc.) and write a 2page biographical sketch of your person and his/her influence on American history.
Include at least one picture obtained online or photocopied from a book. You will
need to conduct research on your historical figure using either resources in the LRC
or online.
You must type the biographical sketch (double-spaced, 12 point font) and include all
bibliographical information (i.e. citation of information and images used) in the
format from your Students Guide to History. Use proper Chicago-Style formatting
for your bibliographical citation or you will not receive full credit.