||Summary of chapter objectives and resources
||Chapter Introductory Essay
||In-depth overview of significant events in the time period
||Shorter essays on a dramatic story or individual
||Narratives that describe a pivotal decision in history
||Differing sides of an argument presented by scholars or historical figures
||Firsthand accounts from the time period
||Instructions and handouts to engage students in the classroom
||Unit Essay Activity
||Culminating essay based on AP LEQs to assess chapter objectives
|Unit 2: Chapter 3 (1763-1789)
|Compelling Question: What is the “American Experiment”?
- Students will be able to identify and evaluate the causes of the Declaration of Independence.
- Students will be able to evaluate the causes and effects of key events in the Revolutionary War.
- Students will be able to compare various perspectives on constitutional principles and assess arguments surrounding the structure of the new Union under the Constitution.
|Supporting Question 1: How did the British infringe upon colonists’ natural rights after the Seven Years War, and how did colonists resist these actions?
- Pontiac’s RebellionNarrative
- Stamp Act ResistanceNarrative
- John Dickinson,Letters from a Farmer in Pennsylvania, 1767-1768Primary Source
- The Boston Tea PartyNarrative
|Supporting Question 2: Why did the colonists declare independence from the British?
- The Path to IndependenceLesson
- Loyalist vs. PatriotDecision Point
- Thomas Paine,Common Sense, 1776Primary Source
- Thomas Jefferson and the Declaration of IndependenceNarrative
- Signing the Declaration of IndependenceDecision Point
- Acts of ParliamentLesson
|Supporting Question 3: What was the American experience in the Revolutionary War?
- Mercy Otis WarrenNarrative
- Abigail Adams: “Remember the Ladies” Mini DBQLesson
- Washington Crossing the DelawareNarrative
- Art Analysis: Washington Crossing the DelawarePrimary Source
- The Battle of Saratoga and the French AllianceNarrative
- Joseph Plumb Martin,The Adventures of a Revolutionary Soldier, 1777Primary Source
|Supporting Question 4: How did the principles of the Revolution help structure the new U.S. government?
- The Annapolis ConventionDecision Point
- The Articles of Confederation, 1781Primary Source
- Shays’ RebellionNarrative
- The Constitutional ConventionNarrative
- Constitutional ConventionLesson
- Is the Constitution a Proslavery Document?Point-Counterpoint
- The Ratification Debate on the ConstitutionNarrative
- Were the Anti-Federalists Unduly Suspicious or Insightful Political Thinkers?Point-Counterpoint
- Federalist/Anti-Federalist Debate on Congress’s Powers of Taxation DBQLesson
- Virginia Statute for Religious FreedomNarrative
- Belinda Sutton, Petition to the Commonwealth of Massachusetts, 1783Primary Source
- The Northwest Ordinance, 1787Primary Source
- Quaker Antislavery Petition, 1783Primary Source
- State Constitution ComparisonLesson
- Chapter 3 Introductory Essay: 1763-1789
- George Washington at NewburghDecision Point
- Judith Sargent Murray, “On the Equality of the Sexes,” 1790Primary Source
- Junípero Serra’s Baja California DiaryPrimary Source
- Argumentation: The Process of CompromiseLesson
- Argumentation: Self-Interest or Republicanism?Lesson
|Unit 2 Essay Activity What is the “American Experiment”? Option A: Analyze the causes of the American Revolution. To what extent did the legacies of the Revolution affect the creation of a new government for the new nation? Through this inquiry, students will evaluate primary and secondary sources to explore how and why colonists decided to fight for independence from Great Britain and create a new government, an “American Experiment” that limited tyranny and protected natural rights. Assess students’ progress in understanding the compelling question for this chapter by assigning the Unit 2 Essay Activity.
Some components of this resource may contain terminology that is no longer used because the terms are recognized to be offensive or derogatory, and some components may contain images that would be considered offensive or derogatory today. These terms and images have been retained in their original usage in order to present them accurately in their historical context for student learning, including understanding why these are not acceptable today.