Content Standards:
Students will analyze how history is a series of connected events shaped by multiple cause and effect relationships, tying past to present.
​
Learning Target:
I can summarize the social, political, and economic factors that drove the American colonies to independence. 

Critical Vocabulary: King George III, Albany Plan of Union, Treaty of Paris, Proclamation of 1763, Writs of Assistance, Sugar Act, Stamp Act, Quartering Act, Stamp Act Congress, Sons of Liberty, Boston Massacre, Captain Thomas Preston, Crispus Attucks, Tea Act, Boston Tea Party, Intolerable Acts, First Continental Congress, Second Continental Congress, Lexington and Concord, Continental Army, George Washington,Thomas Paine, Common Sense, Thomas Jefferson

Today's Agenda:

1. Background Question: Why is it important to consider multiple perspectives when studying history?
2. Guided Instruction: The Road to the Revolution
3. Reflection Question: Why was Jefferson's argument against the slave trade removed from the Declaration of Independence? How would this issue finally be resolved in the United States?

Homework: The Road to Revolution Questions
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Tentative Test Date: September 8

Content Standards:
Students will analyze how history is a series of connected events shaped by multiple cause and effect relationships, tying past to present.
​
Learning Target:
I can summarize the social, political, and economic factors that drove the American colonies to independence. 

Critical Vocabulary: King George III, Albany Plan of Union, Treaty of Paris, Proclamation of 1763, Writs of Assistance, Sugar Act, Stamp Act, Quartering Act, Stamp Act Congress, Sons of Liberty, Boston Massacre, Captain Thomas Preston, Crispus Attucks, Tea Act, Boston Tea Party, Intolerable Acts, First Continental Congress, Second Continental Congress, Lexington and Concord, Continental Army, George Washington,Thomas Paine, Common Sense, Thomas Jefferson

Today's Agenda:

1. Background Question: What two cities emerge as central to the American revolutionary cause? How do their roles differ?
2. Guided Instruction: The Road to the Revolution
3. Collaborative Learning: The Boston Massacre Document Study
4. Reflection Question: What role did Paul Revere play on the Road to the Revolution?

Homework: The Road to Revolution Questions

Tentative Test Date: September 8

Content Standards:
Students will analyze how history is a series of connected events shaped by multiple cause and effect relationships, tying past to present.
​
Learning Target:
I can summarize the social, political, and economic factors that drove the American colonies to independence. 

Critical Vocabulary: King George III, Albany Plan of Union, Treaty of Paris, Proclamation of 1763, Writs of Assistance, Sugar Act, Stamp Act, Quartering Act, Stamp Act Congress, Sons of Liberty, Boston Massacre, Captain Thomas Preston, Crispus Attucks, Tea Act, Boston Tea Party, Intolerable Acts, First Continental Congress, Second Continental Congress, Lexington and Concord, Continental Army, George Washington,Thomas Paine, Common Sense, Thomas Jefferson

Today's Agenda:

1. Background Question: In which region do each of the following colonies belong? (A) Massachusetts, (B) Pennsylvania, (C) Rhode Island, (D) South Carolina, (E) Virginia
2. Guided Instruction: The Road to the Revolution
3. Reflection Question: Compare how the Sons of Liberty and the Stamp Act Congress responded to the Stamp Act in 1765. Which reaction do you think was the most appropriate? Why?

Homework: The Road to Revolution Questions

Tentative Test Date: September 1

Content Standards:
Students will analyze how history is a series of connected events shaped by multiple cause and effect relationships, tying past to present.
​
Learning Target:
I can summarize the social, political, and economic factors that drove the American colonies to independence. 

Critical Vocabulary: King George III, Albany Plan of Union, Treaty of Paris, Proclamation of 1763, Writs of Assistance, Sugar Act, Stamp Act, Quartering Act, Stamp Act Congress, Sons of Liberty, Boston Massacre, Captain Thomas Preston, Crispus Attucks, Tea Act, Boston Tea Party, Intolerable Acts, First Continental Congress, Second Continental Congress, Lexington and Concord, Continental Army, George Washington,Thomas Paine, Common Sense, Thomas Jefferson

Today's Agenda:

1. Background Question: Brainstorm as many people, places, and events leading to the American Revolution as you can. Which item to you think was most important to the American Revolution? Why?
2. Individual Instruction:  The Story of Us: Rebels
3. Guided Instruction: The Road to the Revolution
4. Reflection Question: 

Homework: The Road to Revolution Questions

Tentative Test Date: September 1

Content Standards:
Students will analyze how history is a series of connected events shaped by multiple cause and effect relationships, tying past to present.
​
Learning Target:
I can compare and contrast the societies that developed in the 13 English colonies, and I can predict the problems that might arise from these differences.

Critical Vocabulary: Pilgrims, Plymouth Bay, Mayflower Compact, William Bradford, Squanto, Massachusetts Bay Company,
John Winthrop, “A Model of Christian Charity,” Harvard College, Roger Williams, Anne Hutchinson, Thomas Hooker, Fundamental Orders of Connecticut, Pequot War, King Philip, King Philip’s War

Today's Agenda:

1. Background Question: How did the Spanish, French, and British differ in their treatment of Native Americans? Why?
2. Guided Instruction: Thirteen English Colonies
3. Independent Learning:  The Silencing of Mary Dyer Reading & Questions
4. Reflection Question: How did the New England and Southern economies compare? What issues might arise in the future as a result of these differences?

Homework: Notebook Cover Page

Tentative Test Date: September 1