Embedded Files
Learning Objectives:
Learning Objectives:
Explain how and why colonial attitudes about government and the individual changed in the years leading up to the American Revolution. (NAT)
Explain how and why colonial attitudes about government and the individual changed in the years leading up to the American Revolution. (NAT)
Explain how various factors contributed to the American victory in the Revolution. (WOR)
Explain how various factors contributed to the American victory in the Revolution. (WOR)
Explain the various ways the American Revolution affected society. (SOC)
Explain the various ways the American Revolution affected society. (SOC)
Explain how different forms of government developed and changed as a result of the Revolutionary Period. (PCE)
Explain how different forms of government developed and changed as a result of the Revolutionary Period. (PCE)
Explain the differing ideological positions on the structure and function of the federal government. (PCE)
Explain the differing ideological positions on the structure and function of the federal government. (PCE)
Explain how the American independence movement affected society from 1754 to 1800. (SKILL: CONTINUITY AND CHANGE)
Explain how the American independence movement affected society from 1754 to 1800. (SKILL: CONTINUITY AND CHANGE)
Lesson Plan: Social Impacts of the American Revolution
Lesson Plan: Social Impacts of the American Revolution
SAQ: "Dueling Historians"
SAQ: "Dueling Historians"
Students will be given an SAQ similar to the example from last class, asking them to describe ONE major differences among two competing historical interpretations, and to explain how ONE event, development, or circumstance from the period that is not explicitly mentioned in the excerpts could be used to support each respective argument.
Students will be given an SAQ similar to the example from last class, asking them to describe ONE major differences among two competing historical interpretations, and to explain how ONE event, development, or circumstance from the period that is not explicitly mentioned in the excerpts could be used to support each respective argument.
Additional Supplements
Additional Supplements
OLD Homework: Brinkley 5.2: pp 143-156
OLD Homework: Brinkley 5.2: pp 143-156
Report abuse