The Revolutionary Period

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					The Revolutionary Period

    11th Grade U.S. History
          Tim Coudret
                Table of Contents
 The American Heritage               Slides 3-6
 People in Societies                 Slides 7-9
 World Interactions                  Slides 10-13
 Decision-making and Resources
                                       Slides 14-16
Democratic Processes                   Slides 17-19
Citizenship, Rights and Responsibilities
                                       Slides 20-22
              American Heritage
                    Activities
 1) Discuss why the Articles of Confederation was
  replaced by the Constitution
 2) Divide the students into two groups. One side
  will be the Federalists, the other Anti-federalists.
  Each side will outline their positions on the
  Constitution and the two sides will have a debate
  over the Constitution.
             Activities continued
 3) Have students discuss why Americans have
  traditionally distrusted an overbearing
  government. Does that characteristic still exist in
  Americans?
 4) Divide the class into two groups. One group
  will identify and justify the major colonial policies
  of the British between 1767 and 1774. The other
  group will offer the colonist’s response to these
  policies.
             Activities continued
 5)Have the class address this question, “ Has the
  United States lived up to the ideals of the
  Declaration of Independence? Why or why not?
  The students will present their response to the class
                      American Heritage
                         Websites
    1) Thomas Paine, Common Sense 1776
    http://udor.let.rog.n1/~usa/D/1776-1800/paine/cm

    2) A Loyalist Answers Thomas Paine
    http://earlyamerica.com/review/fall96/loyalist.html

    3) Virtual Tour of Plimoth (Plymouth) Plantation
    http://pilgrims.net/plimothplantation/vtour/

    4) Jamestown
    www.williamsburg.com/james/james.html

    5) Timeline: America During the Age of Revolution
    http://memory.loc.gov/ammen/bdsds/timeline.html
             People in Societies
                   Activities
 1) Discuss with the class the different ways of life
  of the merchants, farmers, slaves, women and
  children during the Revolutionary Period.
 2)Have the students write a journal entry as if they
  were a colonial slave or woman and discuss the
  contradictions between the ideals of the
  Declaration of Independence and their actual lives.
               People in Societies
 3)Ask students to investigate the role of African
  Americans in the Revolutionary War.
 4)Have students take on the role of Loyalists. What were
  their concerns? Did they feel safe? How were they
  viewed and treated?
 5)Discuss Native Americans with class. Have students
  prepare speeches as if they were a Native American chief
  discussing the Europeans. Which side will they support?
  Why?
                    People in Societies
                        Websites
1)   Amazing Women in War and Peace

     www.captbarb@aug.com
2)   African American Freedom Fighters
     www.liunet.edu/cwis/cwp/library/aaffsfl.html
3)   Loyalist Propaganda
     http://users.erols.com/candidos.propda
4)   Litchfield During the American Revolution
     www.litchfieldhistorical society.org/history/duringrev.html
5)   Native Americans in the American Revolution: Oconostota
     www.iath.virginia.edu/seminar/unit1/ocon.html
             World Interactions
                  Activities
 1) Discuss with students the effect that the
  American Revolution had on the rest of the world.
 2) Have students explore the French Revolution.
  Students should make a table and contrast and
  compare the two nation’s revolutions.
              World Interactions
 3) Students will address this three pronged
  question, “How did the colonial slave trade effect
  Africa economically, sociologically and
  psychologically?
 4)Students will get into groups of three or four and
  discuss and list the ways that the slave trade has
  affected our culture today.
             World Interactions
 5) Divide students into three groups. One group
  will be Spain, the other two will be France or the
  Netherlands. Each group will ascertain why these
  countries were willing to help the U.S. win the
  independence. The three groups will share their
  findings with the entire class.
                    World Interactions
                        Websites
1)   British Newspaper Coverage of the French Revolution
     www.english.ucsb.edu/faculty/ayilia/research/around-1800/
2)   A Tale of Two Revolutions
     www.self-gov.org/freeman/8908pete.html
3)   The Franco-American Alliance
     http://odur.let.rog.nl/~usa/H/1994/ch3_p11.html
4)   Spain’s Support was Vital
     www.neta.com/%7E1stbooks/vital2.htm
5)   French Alliance Brings Joy to Valley Forge
     www.ushistory.org/valleyforge/history/alliance-washington.html
    Decision Making and Resources
                    Activities
 1)Have   students discuss the geographic factors that
  led to the development of two very different
  economies in the original colonies.
 2)Have students identify various natural resources
  that existed in the original 13 colonies and list the
  likely industries that would exist there.
     Decision Making and Resources
 3) Students will write a letter from the point of view of a
  loyalist and a patriot stating the reasons for choosing to
  fight or stay loyal.
 4) Students will be divided into two groups. One will list
  the factors that led to manufacturing appearing
  predominantly in the North and agriculture in the South.
 5)Have students identify on a map the geographic feature
  that is a common denominator for the location of almost
  all cities.
      Decision Making and Resources
                Websites
1)   Map: British Colonies in North America, 1763-75
     www.lib.utexas.edu/maps
2)   Maryland Loyalism and the American Revolution
     http://users.erols.com/candidos/index.htm
3)   Southern Colonial America During the Revolutionary War
     if.com/public_html/The_Great_Republic_ By_The_Master_Historians_Vol_11
4)   U.S. Territorial Maps, 1775
     http://xroads.virginia.edu/~MAP/TERRITORY/1775map.html
5)   How Did Geography Affect Social, Political and Economical Differences
     Between the Colonies
     www.apreview.com/ushistory/students/articles/jfsl-geography.asp
             Democratic Processes
                       Activities
 1) Students will research voter turnout and discuss how
  they think voter turnout affects election results.
 2) Students will investigate what percentage of Americans
  actually determine the face of our government after
  eliminating those that are under the age of 18, felons,
  people who are not registered and those that do not choose
  to vote etc…
             Democratic Processes
 3) Students will be split into two groups. One group will
  defend the Electoral College, the other will oppose it. As
  a group they will propose alternate solutions.
 4) The students will compare and contrast how British
  government differed with the Constitutional government
  of the U.S.
 5) One class period will be spent operating like a direct
  democracy. The next class will be spent operating like a
  representative democracy. Which is better? Why do we
  have a representative democracy?
             Democratic Processes
                 Websites
1) What is Your Electoral College I.Q.?
      http://www.RichardWarrenField.com/elct-tst.html
2) In Defense of the Electoral College
      http://www.cato.org/dailys/11-10-00html
 3) Electoral College Reform Options
      http://gning.net/electoral.html
4)The Electoral College Inhibits Democracy
    http://www.electionreform.org/ERMain/editorials/ec.html
5) How the Electoral College Works and Why it Works Well
    http://www.cato.org/dailys/11-13-00.html
              Citizenship, Rights and
                  Responsibilities
   Activities
    1) Have students list 1 or 2 issues that interest them.
    Group students with similar topics together. Students will
    research their topic and present their findings to the class
    2) Class will divide into four groups. Each group will
    cover a different 1st amendment right. The groups will
    highlight the the various rights and limitations of each.
             Citizenship, Rights and
                 Responsibilities
3) Have class divide into two groups. Group one will argue
   that voter registration is a necessary requirement for
   voting. Group two will argue the latter. Have five
   students serve as a jury.
4) Students will design a voting ballot that is easier to
   understand. They may test it out with other students
5) Students will contemplate the sacrifice that U.S. veterans
   have made for our freedoms. Students will be required to
   either; 1. Interview a veteran or 2. Write a report about
   one of our national monuments to veterans.
      Citizenship,Rights and Responsibilities
                     Websites
1)   Center for Voting and Democracy
     www.fairvote.org/
2)   Register to Vote
     https://ssl.capwiz.com/congressorg/nvral
3)   Ben’s Guide to U.S. Government
     http://bensguide.gpo.gov/9-12/citizenship/index.html
4)   The Wall
     http://grunts.space.swri.edu/thewall.htm
5)   The Power of a Name
     http://grunt.space.swri.edu/pwrname.htm

				
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