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Unit Plan
"Colonial America"
American History - Required Class, Sophomores
and Juniors in High School
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Unit Rationale Statement:
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The "Colonial America" unit will emphasize different beliefs, ideas
and actions from various perspectives responsible for the American Revolution.
The affect of the banishment of Roger Williams and Anne Hutchinson will
be addressed. The results and future implications of the French and Indian
War will also be discussed. In addition, the unit will focus on the numerous
oppressive laws imposed on the colonists, from the Proclamation of 1763
to the Intolerable Acts. Furthermore, the analysis and portrayal of events
such as the Boston Massacre, and the Boston Tea Party, encourage students
to understand and empathize the colonists plight which eventually lead
to Revolution. This unit will allow the students to interpret and
demonstrate the trials and tribulations the colonists encountered before
the revolution. In addition, the students will be given an opportunity
to explain their understanding of the important ideas and elements about
Colonial America by creating an illustrated quilt for their culminating
project
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Students will experience and evaluate what life was
like in colonial times.
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Students will realize the effect of the banishment of
Roger Williams and Anne Hutchinson.
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Students will analyze the effects and outcomes of the
French and Indian War.
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Students will develop an understanding and feeling of
empathy for different perspectives and reactions due to the passage of
various oppressive acts, ranging from the Proclamation of 1763 to the Intolerable
Acts.
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Students will describe and discuss critically the colonial
rules and acts imposed on colonists
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Students will recognize and appreciate the incredible
lengths and dangers colonists experienced to find freedom.
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Students will interpret and demonstrate sensitivity
to the attitudes, beliefs, and actions of the colonists reactions to the
Boston Massacre and provocation of the Boston Tea Party.
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Students will design an illustrated quilt for the culminating
project demonstrating their understanding of the unit on Colonial America.
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I. The 13 original colonies
A.
Life in colonial times
1. colonial music
2. colonial food
3. colonial games
4. colonial hats
5. colonial pictures
B.
Religious Freedom Question of Tolerance
1. Roger Williams
2. Anne Hutchinson
C.
French and Indian War
1. Britain wants America to pay taxes
II. Leading to Revolution
A.
Oppressive Acts
1. Proclamation of 1763
2. Navigation Act, Commodities Act, Sugar Act, Stamp Act, Townshend Act
3.Boston Massacre
B.
Protests
1. Daughters of Liberty
2. Boston Tea Party
Day 1 Unit
Openers
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Overview, experiential activity representing colonial life, introduce culminating
project |
Day 2 Religious Freedom
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Role play modern day dilemma focusing on difference, tolerance, and compromise |
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Discussion comparing and contrasting modern day dilemma and colonial dilemma
of Anne Hutchinson and Roger Williams. |
Day 3 French and Indian War
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Writing for Understanding |
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Newscasts representing the British and American perspectives on the war
and its outcomes. |
Day 4 Proclamation of 1763
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Response group activity where students assume roles of different historical
groups(Loyalists, Patriots, Parliament, Native Americans) then analyze
and comment on different aspects of the Proclamation of 1763. |
Day 5 Stamp Act
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"No taxation without representation" |
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Role-playing simulation representing modern day "no taxation without representation" |
Day 6 Daughters of Liberty
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Analyze and interpret Daughters of Liberty protest songs |
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Create protest lyrics to modern day song |
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Present songs via "Showtime at the Apollo." |
Day 7 Boston Massacre and Boston Tea
Party
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Interactive Slide Lecture on above topics |
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Student act-it-out dramatizations and teacher interviews |
Day 8 Intolerable Acts
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Skill Builder
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Political Continuum students place identity placards on the spectrum
between Rebellion and Loyalty.
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Day 9 Colonial Rules
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Cooperative groupwork - compare and contrast modern day rules with colonial
rules. |
Day 10 Final Unit Assessment
Culminating project
Bower, Lobdell, and Swenson, History Alive!, Addison-Wesley
Publishing, 1999.
Fischer, Max W., American History Simulations,
Huntington Beach, CA, Teacher Created Materials, Inc., 1993.
Forte, Imogene, and Schurr, Sandra, Integrating
Instruction in Social Studies, Nashville, Tennessee, Incentive Publications,
1996.
Internet http:// www.eric.syr.edu/
http://www.teachers.net/
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