Course Content
Technical Support
1-800-234-5832
M–Th: 8:00A.M.–Midnight EST
F: 8:00A.M.–10:00P.M. EST
Lesson Plans
The American People: Creating a Nation and a Society ©2001
by Gary B. Nash and Julie Roy Jeffrey John B. Howe, Peter J. Frederick, Allen F. Davis, Allan M. Winkler
Focus Lesson 3
Chapter 5: "Bursting the Colonial Bonds"
Chapter 6: "A People in Revolution"
AP* Course Description
- Road to Revolution, 1754–1775
- Anglo-French rivalries and Seven Years' War
- Imperial reorganization of 1763
- Stamp Act
- Declaratory Act
- Townshend Acts
- Boston Tea Party
- Philosophy of the American Revolution
- The American Revolution, 1775–1783
- The Continental Congress
- Declaration of Independence
- The war
- French Alliance
- War and society; Loyalists
- War economy
- Articles of Confederation
- Peace of Paris
- Creating state governments
- Political organization
Key Components
- Instructor's Guide:
Chapter 5, pp. 27–31
Chapter 6, pp. 33–37 - Study Guide, Vol. I to 1877:
Chapter 5, pp. 42–51
Chapter 6, pp. 53–60 - Test Bank:
Chapter 5, pp. 70–87
Chapter 6, pp. 88–103
Key Web Sites
Given the changing nature of the Internet, you may wish to preview these sites. Always check for updated links to U.S. history sites.
Chapter 5
Chapter 6
- Maryland Loyalism and the American Revolution
- The American Revolution - National Discussions of Revolutionary Origins
Key Words and Terms
Chapter 5
- Board of Trade
- King George's War
- Seven Years' War (French and Indian War)
- Sugar Act
- Stamp Act
- Declaratory Act
- Boston Massacre
- Gaspee incident
- Tea Act
- Intolerable Acts
- Second Continental Congress
- Common Sense
- Declaration of Independence
- Patrick Henry
- John Adams
- Thomas Hutchinson
- privateers
- nonimportation agreements
- nonconsumption agreements
- Molasses Act
- Albany Congress
- Cherokee War
- Proclamation of 1763
- Currency Act
- Stamp Act Congress
- Townshend Acts
- North Carolina Regulators
- Boston Tea Party
- First Continental Congress
- William Pitt
- Pontiac
- Lord North
- Samuel Adams
- Thomas Gage
- Liberty Tree
- Thomas Paine
Chapter 6
- Lord Dunmore's proclamation
- Articles of Confederation
- William Howe
- Thomas Danforth
- partisan warfare
- bills of credit
- Iroquois Six Nations
- Loyalists
- Robert Morris
- John Dickinson
- privateering
- sovereignty
Suggested Pacing
Given the significance of the ideological origins of the American Revolution, allow one-and-a-half weeks to teach Chapters 5 and 6. It is also a good time to have the students practice writing a timed essay in class.
Test Strategy
Cause-and-effect themes flow through U.S. history. The Revolutionary War presents an opportunity to reinforce this concept by tracing how the desire for independence in the late 1700s had its origins in the beginnings of self-government in the original establishment of the English colonies in the 1600s. Students can then follow this development through the evolution of the argument against virtual representation as signified by the slogan "no taxation without representation."
Key Concepts
The authors of the text take a different view of the events leading up to the Revolutionary War by emphasizing the support of ordinary people for the war rather than focusing solely on the well-known Founders. The text also posits the argument that the Revolutionary War was really about two revolutions: the separation from Great Britain and reform of colonial society. An unusual emphasis is also placed on the role of Native Americans in the war.
Chapter 6 also takes a different view of the war by emphasizing "the private struggles and hardships and the disrupted lives of people in America during the Revolutionary War" rather than the battles and politics of the era. The chapter makes the point that while the colonies won their freedom from Great Britain, the real political changes occurred on the state level during and immediately after the war. One thing that did not change was the lack of political enfranchisement of women, blacks, and Native Americans—a theme that will continue to influence U.S. history to the present.
Summing Up Student Understanding
This chapter presents an opportunity to have students practice their essay writing. Several extended essay topics are listed in the Test Bank, pp. 80–83 and 97–100. Duplicate and distribute the following information and present it as one way students might approach writing the essays. (You might work with the English/Language Arts Department in your school to have them reinforce this process.)
|
Essay Writing Skills Introduction
The number, order, and nature of these paragraphs will be determined by the organizational list in the introduction. Each paragraph should contain the following:
|
ADDITIONAL RESOURCES
You might also find these additional readings useful in developing students' background knowledge or for DBQ activities:
- American Issues: Vol. I to 1877, edited by Unger and Tomes—Chapter 5
- The Power of Words: Vol. I to 1877, edited by Breen—Chapters 5 and 6
- Constructing the American Past, Vol. I, edited by Gorn, Roberts, and Bilhartz—Chapter 5
- American Experiences: Vol. I to 1877, edited by Roberts and Olson (secondary source readings)—Part Three