Content Standard(s):
Social Studies 7 ) Determine causes and events leading to the American Revolution, including the French and Indian War, the Stamp Act, the Intolerable Acts, the Boston Massacre, and the Boston Tea Party.
Unpacked Content
Strand: Economics, History, Civics and Government
Course Title: United States Studies: Beginnings to the Industrial Revolution
Evidence Of Student Attainment:
Students:
Determine the causes and events leading to the American Revolution, including the French and Indian War, the Stamp Act, the Intolerable Acts, the Boston Massacre, and the Boston Tea Party. Teacher Vocabulary:
cause
effect
revolution
intolerable Knowledge:
Students know:
The effects of the French and Indian War.
The Stamp Act enraged the citizens of the colonies and was the origin of the phrase "No Taxation with Representation".
The Intolerable Acts were enacted to punish the Boston colonists for the Boston Tea Party.
The Boston Massacre was a result of conflict between the British soldiers and angry colonists.
The Boston Tea Party was the colonists' response to taxes on tea. Skills:
Students are able to:
Explain why colonies were engaged in the French and Indian War.
Describe and evaluate how colonists reacted to the Stamp Act.
Describe the effects of the Intolerable Acts.
Describe the Boston Massacre and analyze colonists response to the Boston Massacre.
Describe the Boston Tea Party and examine the effects of this event. Understanding:
Students understand that:
The causes and effects of events that lead to the American Revolution. Alabama Archives Resources:
Click below to access all Alabama Archives resources aligned to this standard.
Alabama Alternate Achievement Standards
AAS Standard:
Social Studies 8 ) Identify major events of the American Revolution, including the battles of Lexington and Concord, Bunker Hill, Saratoga, and Yorktown.
• Describing principles contained in the Declaration of Independence
• Explaining contributions of Thomas Jefferson, Samuel Adams, Paul Revere, Patrick Henry, Thomas Paine, George Washington, Haym Solomon, and supporters from other countries to the American Revolution
• Explaining contributions of ordinary citizens, including African Americans and women, to the American Revolution
• Describing efforts to mobilize support for the American Revolution by the Minutemen, Committees of Correspondence, First Continental Congress, Sons of Liberty, boycotts, and the Second Continental Congress
• Locating on a map major battle sites of the American Revolution, including the battles of Lexington and Concord, Bunker Hill, Saratoga, and Yorktown
• Recognizing reasons for colonial victory in the American Revolution
• Explaining the effect of the Treaty of Paris of 1783 on the development of the United States
Unpacked Content
Strand: Economics, Geography, History, Civics and Government
Course Title: United States Studies: Beginnings to the Industrial Revolution
Evidence Of Student Attainment:
Students:
Identify, describe, and evaluate major events of the American Revolution, including battles, as well as economic, political, and social actions and events.
Describe principles contained in the Declaration of Independence.
List, describe and evaluate contributions of major American and foreign supporters, ordinary citizens, and influential groups on the American Revolution. Teacher Vocabulary:
identify
evaluate
contributions
principles
mobilize
Committees of Correspondence
Liberty
boycott
Continental Congress
ordinary citizens
American Revolution
declaration
financier
popular sovereignty
limited government
bicameral
unicameral
Great Compromise
Annapolis Convention Knowledge:
Students know:
The major events of the American Revolution as it relates to the battles and other events.
The principles contained in the Declaration of Independence.
The contributions of significant people and supporters of the American Revolution.
The contributions of African Americans, women, merchants and farmers.
The efforts used to gain support for the American Revolution by the Minutemen, Committees of Correspondence, First Continental Congress, Sons of Liberty, boycotts, and the Second Continental Congress.
The location on a map of major battles during the American Revolution.
The reasons for colonial victory in the American Revolution.
The effect of the Treaty of Paris of 1783 on the development of the United States. Skills:
Students are able to:
Identify, describe, and evaluate events, individuals, and groups important in historic events.
Examine and interpret historic documents.
Compare and contrast the contributions of significant people and events.
Identify the contribution ordinary people such as Haym Solomon.
Describe the contributions of Thomas Jefferson, Samuel Adams, Paul Revere, Patrick Henry, Thomas Paine, George Washington, and supporters from other countries to the American Revolution. Understanding:
Students understand that:
Through the events of the American Revolution and the contributions of many people, the United States gained independence from Great Britain.
Alabama Alternate Achievement Standards
AAS Standard:
Digital Literacy and Computer Science R5) Locate and curate information from digital sources to answer research questions.
Unpacked Content
Evidence Of Student Attainment:
Students will:
locate information from digital sources to answer research questions.
curate information to present or share with others. Teacher Vocabulary:
curate
keyword
search engine
database Knowledge:
Students know:
information to research questions can be obtained from digital sources.
resources to organize information.
resources to present or share with others. Skills:
Students are able to:
create a list of keywords or phrases to enter into a search engine and/or database such as Alabama Virtual Library.
use advanced search techniques to search by file type, dates, and specific domains.
organize information.
share information by creating a digital resource. Understanding:
Students understand that:
information can be located from a digital source to answer research questions.
information can be organzied and shared by creating a digital resource.
Digital Literacy and Computer Science 17) Publish organized information in different ways to make it more useful or relevant.
Examples: Infographic, student created website.
Unpacked Content
Evidence Of Student Attainment:
Students will:
publish organized information in different ways to make it more useful or relevant. Teacher Vocabulary:
infographic
student created website
organized information Knowledge:
Students know:
information can be created and published in different ways to make it more useful, easier to understand, or relevant.
multiple ways to create and publish information. Skills:
Students are able to:
organize and publish information in different ways such as infographics, student created websites, digital books, audio, video, etc. Understanding:
Students understand that:
information can be organized and published in different ways using images, text, inforgraphs, websites, digital books, etc.
Digital Literacy and Computer Science 19) Conduct advanced keyword searches to produce valid, appropriate results and evaluate results for accuracy, relevance, and appropriateness.
Examples: Search techniques, check for credibility and validity.
Unpacked Content
Evidence Of Student Attainment:
Students will:
conduct advanced keyword searches.
produce valid, appropriate search results.
evaluate search results for accuracy, relevance, and appropriateness. Teacher Vocabulary:
keyword
search
valid
true
accuracy/accurate
relevance/relevant
site/domain
file type Knowledge:
Students know:
how to conduct advanced keyword searches.
how to evaluate the accuracy of information.
that not all information online is valid or true.
different sites or domains publish for different audiences. Skills:
Students are able to:
conduct advanced keyword searches using domain type such as '.edu', '.com', '.org', '.gov', file types, usage rights.
explain how they know information located online is valid or true. Understanding:
Students understand that:
using advanced keywords while searching will deliver better results.
not all information online is valid or true.
