教训

• 概念1

  Rights and Responsibilities of British Subjects
  by Tim Castner, Nashoba Regional High School, Bolton, MA

  This is designed to be a one-period classroom activity. Students work individually and in small groups to analyze documents and discuss the rights and responsibilities of Americans, 过去和现在.

• 概念二

  殖民地对抗英国税收
  邓肯伍德，牛顿北高中，马萨诸塞州

  在这个活动中, the class is divided into four groups. Each group is given readings and asked to summarize the type of political tactics used within the documents.

• 概念3课

  新兴的美国身份
  罗伯特·贝克，麻萨诸塞州尼德姆高中

  This is designed to be a one-period classroom activity. 单独, 成对, or in small groups 学生 can be assigned at least one historical quotation to analyze and present to the class.

• 概念4

  冲突与妥协
  罗伯特·贝克，麻萨诸塞州尼德姆高中

  This assignment is a thesis driven DBQ (Document-Based Question) and could be given to a student as a take home essay, or, 如果班级可以使用计算机实验室, 可以对一群学生进行管理吗.

• 概念4

  付还是不付，这是个问题
  by Jacqueline Fernandez, Graduate Education Intern, Tufts

  学生将阅读和分析文件, and host a mock trial in which a jury must decide whether or not individuals involved in throwing tea overboard in the Boston Tea Party broke the law and (if so) how they should be punished.

• 概念5

  Inciting Individual and Inter-Colony Resistance
  by Victor Henningsen, Phillips Academy, Andover, MA

  This is a three-to-four day unit for high school 学生, designed to help them understand how resistance to Parliamentary policies spread from individuals, 组, 城镇, 最终是整个殖民地.

• 概念第六课

  革命联盟选秀权
  by Stacia Smith, Paxton Center Middle School, MA

  This activity requires one to three class periods during which student groups representing the "Patriots" and the "Tories" draft players (actually historical characters or groups represented in primary source documents) to their teams based upon their professed or implied allegiance to either the Patriot or Tory cause.

• 概念第六课

  航海流浪者和他们的故事
  by Jacqueline Fernandez, Graduate Education Intern, Tufts

  在一堂课上, this assignment will encourage and develop 学生' ability to analyze primary source documents, 团队合作, and using the information extracted from a letter and newspaper article and guidelines provided, 进行假设对话.

• 概念七课

  报价的呈现和分析
  by Richard Kollen, Lexington High School, MA

  超过两节课, 学生 will analyze quotations from documents that present ideas about independence and equality.

• 概念七课

  你了解你的听众吗?
  by Jacqueline Fernandez, Graduate Education Intern, Tufts

  Two class periods (not necessarily consecutive periods) are required for this lesson. After dividing the class into small teams 学生 will be asked to imagine themselves as white, 拥有房产的, male colonists who: support the colonial effort to gain independence from Britain and are eager to gain support for the effort from African Americans and/or women; and the assignment will be to create and act out a modern-style radio or television commercial to convey their cause.

• 概念8课

  历史是一系列的决定
  西沃恩·丹尼斯，莱斯利大学，麻萨诸塞州

  在这个活动中, 学生 will use primary source documents and will apply the concept of counterfactuals (What if? 问题). Students will examine primary documents and create hypothetical situations of how the course of history could have been different based on some critical decisions. Students will express their thinking of how a look at counterfactual history can lead to a greater understanding and appreciation for the actual events that did occur prior to and during the American Revolution.

• 概念九课

  个性、观点和议程
  特蕾莎·E. 柯林斯，波士顿学院高中，马萨诸塞州

  This assignment requires 2-3 hours, depending upon if the teacher utilizes all options. (This assignment may be divided into 2+ class periods, depending upon the time.)在这个作业中, 学生, 阅读和分析文件, and work in groups to answer framing questions. Students also compare two documents and create an essay addressing the complex issue of point of view in history.

• 概念九课

  Documents about the Boston Massacre and the Biases of their Creators
  by Maria DiGioia, Graduate Education Intern, Tufts

  This lesson requirse 1-2 class periods + 1 long-term assignment (optional). This lesson has been designed using documents related to the Boston Massacre, but it can be adapted to other topics as well. Since the optional long-term assignment will involve the study of documents from other events from The Coming of the American Revolution web site, presentations can be scheduled to coincide with the class periods when those events will be discussed.

• 一般的教训

  使用本网站的通用课程样本
  by Tim Castner, Nashoba Regional High School, Bolton, MA

  本课程针对大学预科水平的学生. S. History 学生, focuses on diaries of the American Revolution. The student is responsible for writing a journal comprised of three diary/journal entries based on events leading up to the American Revolution. The student is requird to imagine that he/she is living through these events and is either participating in them or observing them firsthand.