Identify, within both What was the attempt at resolving petition conflict at the 2nd Continental Congress and Common Sense primary and secondary how did it fail? Primary documents: Declaration of sources, the author, #2 Independence audience, format, and What was the Branch Petition”? Common natural rights “Olive purpose of significant Were the colonists justified in declaring policies historical documents. independence? Declaration of Independence: fundamental #3 Describe the influence What principles of government are ESE/ESOL Strategies: of individuals on social expressed in the Declaration of Check and political Independence? Cornell Notes developments during #4 Thinking Maps How were the intentions of the Second Ticket out the Door the Revolutionary era. Continental Congress different from the 3-2-1 Remarks/Examples: Examples may include, but First? Mix-Pair-Share are not limited to, Otis, Literacy Circles Mercy Otis Warren, Abigail Adams, Benjamin Banneker, Advanced/Honors Classes: Lemuel Haynes, Phyllis Wheatley. For all advanced/honors classes the expectation is to increase the rigor, research and writing expectations, along with the speed at Examine the which the curriculum is taught. structure, content, and consequences of the Possible topics for smaller focused writing: Declaration of Compare and contrast French and British patterns of settlement in Independence. North America. What role did religion play in the settlement of North America? How did the Columbian Exchange affect the Native American populations of North America? Examine individuals and groups that affected political and social motivations during the American Revolution. Remarks/Examples: Examples may include, but are not limited to, Allen and the Green Mountain
Identify, within both primary and secondary sources, the author, audience, format, and purpose of significant historical documents. Describe the influence of individuals on social and political developments during the Revolutionary era. Remarks/Examples: Examples may include, but are not limited to, Otis, Mercy Otis Warren, Abigail Adams, Benjamin Banneker, Lemuel Haynes, Phyllis Wheatley. Examine the structure, content, and consequences of the Declaration of Independence. Examine individuals and groups that affected political and social motivations during the American Revolution. Remarks/Examples: Examples may include, but are not limited to, Allen and the Green Mountain What was the attempt at resolving conflict at the 2nd Continental Congress and how did it fail? #2 What was the “Olive Branch Petition”? Were the colonists justified in declaring independence? #3 What principles of government are expressed in the Declaration of Independence? #4 How were the intentions of the Second Continental Congress different from the First? Primary documents: Common Declaration of Independence: ESE/ESOL Strategies: Check Cornell Notes Thinking Maps Ticket out the Door 3-2-1 Mix-Pair-Share Literacy Circles Advanced/Honors Classes: For all advanced/honors classes the expectation is to increase the rigor, research and writing expectations, along with the speed at which the curriculum is taught. Possible topics for smaller focused writing: Compare and contrast French and British patterns of settlement in North America. What role did religion play in the settlement of North America? How did the Columbian Exchange affect the Native American populations of North America? petition Common Sense Declaration of Independence natural rights policies fundamental
unit_1_-_2_colonial_heritage___2_revolution_in_the_colonies_1819syr.docx