1. Period 3: – 1800
Days 1 - 5

2. Review of Period 2 (1607-1754) Test
Notes on…
Time Management
Stimulus-based questioning
Addressing all parts of questions
Grading
Progress Monitoring Tools
Who?
What?
When
Where?
How?
Why?
Credit Recovery

3. Period Introduction… “Liberty! The Reluctant Revolutionaries”
While watching…
Fill in the guided-notes chart
Jot down any additional information you find interesting/important at the bottom
Think about…
How/why the American Revolution happened?
Why does the video claim the revolutionaries to be “reluctant”?

4. Warm-Up: The Seven Years war and the Great Awakening
If someone says it better, let them say it… Crash Course: US History Episode # 5
While watching, complete the fill-in notes!

5. Primary/Secondary Source Analyses: “The Real First World War”
Work in pairs to read Fred Anderson’s article and determine the historical significance of the “The Real First World War”.
Create a list of reasons for considering 1763 as a turning point and categorize the reasons as applying to…
colonial–British relations
colonial–Native American relations
British–Native American relations

6. Turning Point: 1763 (Poster)
Create a small poster highlighting 1763 as a turning point for one of the three reasons listed—include at least two relevant quotations from “The American Spirit” pgs. 118 to 128 that support your reasoning

7. Warm-Up: Taxes and smuggling: Prelude to the revolution
If someone says it better, let them say it… Crash Course US History #6
While watching, complete the fill-in notes!

8. Primary Source analysis “Benjamin Franklin Testifies Against the Stamp Act” (1766)
Read “Benjamin Franklin Testifies Against the Stamp Act” (1766) [pgs. 133 – 135]
Answer the following comprehension questions…
Were the Americans financially able to bear additional taxes?
What defenses did they have available against the odious stamp tax?

9. Brainstorm: Sources of Political Debates / Perspectives
Examples include, but are not limited to, the events leading to the Revolutionary War, the American Civil War, slavery, civil rights, health care, or foreign affairs.

10. The Boston Massacre: Who Was to Blame?
Examine the primary resources while answering the correlated guiding questions
Use the primary resources to help form and support an opinion on who was to blame for the Boston Massacre
Write a letter to the editor of the Boston Gazette and sign it either “A Concerned [American] Patriot” or “An Outraged [British] Soldier.” 

11. Warm-Up: Period 3 (1754 – 1800) Quiz

12. “Point of No Return”
Write a brief synopsis of the event and determine the event’s significance to the build up to the American Revolution
Select one event that you believe was the “point of no return”
Explain in a well-formed and supported paragraph why this event was so important

13. Primary Source analysis: “Thomas Paine Talks Common Sense” (1776)
Read ““Thomas Paine Talks Common Sense” (1776) [pgs. 154 – 156]
Answer the following comprehension questions…
Were his views on mercantilism, isolationism, and reconciliation reasonable?
Did his arguments appeal more to passion or to logic?

14. Primary Source analysis: “Thomas Jefferson’s Declaration of Independence” (1776)
Listen to the reading while following along with “Thomas Jefferson’s Declaration of Independence” (1776) [pgs. 157 – 160]
Answer the following comprehension questions…
What persons or groups of persons are blamed, and which of is blamed the most?
What paragraph or phrase is most important in establishing sovereignty?

15. Warm-Up: Class Discussion
Define Tyranny in your own words…
Were the American colonists involved in a struggle with a tyrannical government in Britain? Why or why not?
In the present world, are there any tyrannies that people are struggling with? If so, where and why? If not, why not?

16. Who won the American revolution?
If someone says it better, let them say it… Crash Course US History #7
While watching, complete the fill-in notes!

17. DBQ: To what extent had the colonists developed a sense of their identity and unity as Americans by the eve of the Revolution?
Analyze each of the documents separately and decide on the following…
Who or what is the source?
Is it a primary or secondary source?
What is the main idea of the document?
Think about how each of the documents connect to the question
Complete the TEEL Worksheet to organize / outline your argument
Write a full essay in response to the question
DUE NEXT CLASS! SEE ONLINE FOR GRADING RUBRIC! LAST FORMAL GRADE OF THE QUARTER!