INTRODUCTION

In 1763, England won the French and Indian War against France. To protect the colonist during this war, Britain incurred [took on] a large debt and they believed that colonist should bear [accept] some responsibility in paying for their defense. However, the colonists did not believe that they owed the English because they fought along with the British to defeat the French. Britain responded by tightening control over the colonists and imposed [forced] new taxes to pay the war debt. You will travel back in time to report on the critical events and unjust actions by the British that set into motion a series of events that led to Americas Independence

TASK

You will work on the following tasks in pairs assigned by your teacher. First, you and your partner will use the AHPPA (American History Public Policy Analyst) to gather and organize your research about the events leading up to the American Revolution. Second, you will each create a three day journal documenting a significant event you witnessed and your response. Third, you will each write about an event or a person so the rest of the colonies can be kept abreast of British injustices. As news during this period was typically spread in hand-written letters carried by messengers on horseback or aboard ships, you will be responsible for ensuring that the news you report accurately tell about the event. You may choose to write a feature article or an editorial piece. You will have three end-products.

· Use the AHPPA worksheets to evaluate the policy adopted by the colonists

· Use a timeline of events to create a 3 day response journal

PROCESS

#1 Use the AHPPA worksheets to evaluate the policy adopted by the colonists.

You will use the American History Public Policy Analyst worksheets to record your research. These worksheets must be used as a guide to gather the information needed.

AHPPA Introduction

Step 1 Identify the Problem

Step 2 Gather the Evidence of the problem

Step 3 Determine the causes of the problem

Step 4 Evaluate the policy

#2 Create a response journal of the events leading up to the American Revolution

Using the timeline of events, create a three day journal where you tell about 3 events leading up to the American Revolution. You may choose to write from the point of view of a loyalist or a patriot in the 1770’s. Write your journal in present tense and tell why the event is important. Be sure to include your opinion, reflection and prediction of impact.

RESOURCES

Road to Revolution	Images and Cartoons	Revolutionary Leaders
Road to Revolution Game Causes French and Indian War Proclamation of 1763 Boston Tea Party Lithograph Boston Tea Party Famous Engraving Boston Massacre Stamp Act	Stamp Act Funeral Tar and Feathering Patrick Henry John Hancock Defiance Heroes of ’76 Join or Die 13 Colonies Map Ride of Paul Revere	Sam Adams John Adams Abigail Adams Thomas Jefferson Benjamin Franklin Paul Revere John Jay
Documents, pamphlets and essays	Readers Theater	Time line of Events
List of Vocabulary Words Common Sense The Plain Truth Declaration of Independence Document Analysis	From Colonies to Independence Reader’s Theater American Revolution see pg. 57 Script	Timeline Prelude to Revolution Conflict and Revolution Chronology 1775-1783

EVALUATION

RESPONSE JOURNAL

JOURNAL	4	3	2	1
Summarize the historical event	Summary of event is clear and precise. Includes dates, important leaders and correct sequence.	Summary of events is generalized may lack details and descriptive words	Summary content is weak and may have incorrect details or dates.	Summary is attempted but lacks dates, details, and descriptive words.
Include a reflection/ response to the event	Includes personal response and is supported by examples	Response is present but does not expand or give examples	Response is present but lacks connection or explanation	Some reaction to event but weak connections or explanation.
Make connections with historical time frame.	Includes historical time frame and why relevant in great detail	Historical context included is relevant.	Made reference to historical context but explanation is weak	No historical context or explanation given
Include predictions of what is to come	Made realistic predictions which are explained and supported thoroughly	Made predictions which are explained and supported adequately	Some predictions are attempted but may have weak explanation	Predictions are unrealistic and or no explanation is given.

CONCLUSION

You used the AHPPA to examine the key players, events and opposing arguments that affected public policy concerning America’s quest for independence. You have also examined the roles, rights and responsibilities of citizenship and had an opportunity to present your learning by writing expository pieces written from a variety of perspectives.

STANDARDS

New York Learning Standards:

Social Studies

Standard 1: History of the United States and New York
Students will use a variety of intellectual skills to demonstrate their understanding of major ideas, eras, themes, developments, and turning points in the history of the United States and New York

Standard 5: Civics, Citizenship, and Government
Students will use a variety of intellectual skills to demonstrate their understanding of the necessity for establishing governments; the governmental system of the United States and other nations; the United States Constitution; the basic civic values of American constitutional democracy; and the roles, rights, and responsibilities of citizenship, including avenues of participation.

English Language Arts

Standard 1: Language for Information and Understanding Students will listen, speak, read, and write for information and understanding. As listeners and readers, students will collect data, facts, and ideas; discover relationships, concepts, and generalizations; and use knowledge generated from oral, written, and electronically produced texts. As speakers and writers, they will use oral and written language that follows the accepted conventions of the English language to acquire, interpret, apply, and transmit information.

Standard 3: Language for Critical Analysis and Evaluation
Students will listen, speak, read, and write for critical analysis and evaluation. As listeners and readers, students will analyze experiences, ideas, information, and issues presented by others using a variety of established criteria. As speakers and writers, they will use oral and written language that follows the accepted conventions of the English language to present, from a variety of perspectives, their opinions and judgments on experiences, ideas, information and issues.