I approached this lesson with a grand plan that was large in scope. If I had this to do again, I would change many aspects of my lesson. First I would give myself more time to plan. Secondly, I would scale down the scope of my lesson. I would also keep in mind that the details of history although cumbersome and complicated at times, are a necessary evil. I have learned a great deal from embarking on this type of assignment. Most of the lessons that I learned came from my students. Many students, including the students participating in this lesson have never been exposed to this level of historical thinking and questioning. Therefore I needed to take baby steps with my students to get them to the point of understanding what was necessary for this lesson to be a success. In hindsight and even during the course of the lesson, I knew that things went horribly wrong. Despite the complete and utter failure of my grand plan, I do think students took away much needed information about the American Revolution. The one thing that most students cited in their work was the idea that the American Revolution was fought as a response to taxes imposed by Great Britain. The student work submitted as a part of this portfolio does not really show any local connection or much evidence of even evaluating sources related to South Carolina. By this point, I was forced to rely on the textbook resources to help students understand what was going on in South Carolina. If I had another year to do this, I would definitely attempt this lesson again but I would use knowledge of my students to guide which documents I chose and how I presented those documents. My lesson was designed for high school honors level students. I teach neither high school students nor honors level students. This was the greatest flaw as is evident by the quality of work that is submitted. Despite my experiences with this lesson, I have learned a great deal and will continue to work to perfect lessons like this in the future.
I attribute the structure of my lesson to the content lectures that I participated in as a student during the Midlands Institute. The daily content lessons made me think of history in a way that is different from most of the history classes that I have taken. During the course, I was able to make connections across time periods and events. Then I was able to put these events, people, and places together in uncommon ways. For example, when we were required to write an essay based on information from the book Stono: Documenting and Interpreting a Southern Slave Revolt by Mark Smith, I was able to clearly see the connection between The Negro Act, Charleston School for Negroes and the Treaty of Paris of all things. I found that this method of instructions aligns with my beliefs as a teacher of history. I believe that history is a way to understand people and their behaviors. I also seek to have my students engage in this level of understanding about history. As a result, I thought that the best way to help students understand the essence of the American Revolution through primary documents was to teach the causes and consequences instead of the regular names and dates.
The American Revolution has been studied and will continue to be studied in countless ways. However intricate or simple, the lessons will always tell of the history of a nation that is arguably the most powerful and influential in the world today. The lesson that follows this essay does not seek to introduce a myriad of details, facts, names and figures concerning the American Revolution. Instead, this lesson seeks to create a framework for understanding the connections between colony and mother country thus helping students to understand the necessity of such a battle. In addition, students will be introduced to South Carolina’s reactions in the series of events. I hope to achieve a web of information that helps students bridge connections between colonists in South Carolina, colonists throughout America and governance throughout Europe.
The American Revolution was not fought based on the happenings of a single event or events occurring only in the colonies. There were a series of events over a century that led to the battle between Great Britain and Her colonies. The fight between Great Britain and the colonies began as a result of a series of wars that mostly took place in Europe, over European power struggles. The colonies named these wars King William’s War, Queen Anne’s War, and King George’s War after the English monarchs in power at the time of each war. As Europe fought, the colonies controlled by the countries at war fought in response. Power changed hands many times throughout these wars, with England gaining more and more power in Europe and in America. The finale of these wars was fought on American soil over territory between France and Great Britain. The French and Indian War left Great Britain strapped for cash. When time came to develop the Ohio Valley which was won at the conclusion of the French and Indian War, Great Britain was pressed to raise the revenue needed to finance these new expeditions. This point in history is what most people consider to be the beginning of the problems between Great Britain and the colonies ( Wise Bauer, 2004, 120-135).
For the next twenty years, Great Britain passed a series of acts that created tension and unrest in the British colonies. Some of the acts included in this lesson are the Sugar Act, the Stamp Act, the Quartering Act, the Declaratory Act, the Townshend Act, the Tea Act and the Intolerable Acts. The overall goal of these acts was to raise revenue to pay off war debts and finance future imperial pursuits. Colonists fiercely opposed these measures not because they had no allegiance to Great Britain but because they were usually not involved in the decisions Britain made on their behalf. The rally cry became “no taxation without representation”. Colonists took to the streets throughout America staging boycotts, writing news articles and sermons, and even rioting to protest the new laws imposed on them. What seems inevitable in hindsight was not the foremost intention of most colonists. War was realized as Britain refused to share the political and economical power they were sure they could maintain over the colonies.
PLACE 1: •The American Revolution took place in the original thirteen colonies in North America; these colonies were once a part of the country England and were ruled by King George III.
Have students write an essay addressing the following question. Why was the American Revolution fought? How were colonists in South Carolina involved in pre-Revolutionary actions?
As a classroom teacher, I have used primary documents. However, I have only used written documents and never with the intent of allowing the document to tell the story. Through this summer’s course I was able to work through the process of planning a lesson around a primary source. In other words, I let the source be the focus of learning instead of it just being an addition to learning. The goal of my lesson was to have students understand the basics of the American Revolution including the causes, and consequences. The documents I used were intended to connect England and America and show students how global conflicts eventually lead to internal conflicts. I also used documents like an eyewitness account of the Boston Tea Party and South Carolina’s Stamp Act Resolutions to show how people on a local level reacted to the events of the time. These resources helped to frame a plan that allowed my students to think critically about history.
In the American Revolution, there were also several things that lead to the beginning of the revolution, but one stuck out that show the actually physical beginning of the war between America and England.
In 1835, Alexis deTocqueville wrote that the American republic has never really been tried andthat victory in the Revolutionary War was more the result of Britishpreoccupation elsewhere and the presence of a powerful ally than of any greatmilitary success of the Americans.
When the .The following question requires you to construct a coherent essay that caused a sense of colonial unity and American DBQ Question: The American Revolution.3 caused essay the revolution american Dbq what Une partie de campagne analysis essay tall oaks grow from little acorns essay.
In the American Revolution, the outcome was that America was able to gain their independence, but mainly that they became free from their own ruler and was able to make their own choices.