Goals and Objectives
Self-Determinism and the American
Revolution |
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| Goals: The purpose of this unit is to expose the student to the ideologies that formed the foundation and rationale for the American Revolution. Students will examine primary documents to investigate whether violent revolution was justified in the American colonies' struggle for sovereignty. |  |
| Through selected learning materials, students will: | |
| 1. | Explore the causes of the American Revolution, the ideas and interests involved in forging the revolutionary movemement. | |
| 2. | Explore the impact of the American Revolution on politics, economy, and society. | |
| 3. | Appreciate that various issues may require an understanding of different positions, jobs, and personal roles depending on place, time, and context. | |
| 4. | Familiarize themselves with appropriate technology to access, retrieve, and present historical information. | |
| Objectives: | As a result of this unit, students will: | |
| (Conforms to National History Standard: 1A) | ||
| Cognitive: | 1. | Reconstruct the chronology of the critical events leading to the outbreak of armed conflict between the American colonies and England. |
| Affective: | 2. | Analyze political and ideological origins of the Revolution. |
| Affective: | 3. | Reconstruct the arguments among patriots and loyalists about independence and draw conclusions about how the decision to declare independence was reached. |
| (Conforms to Alaska Standards for Government and Citizenship: A2, B1) | ||
| Cognitive: | 4. | Understand the meaning of fundamental ideas, including equality, authority, power, freedom, justice, privacy, property, responsibility, and sovereignty. |
| Cognitive: | 5. | Understand the ideals of this nation as expressed in the Declaration of Independence, the United States Constitution, and the Bill of Rights. |
| (Conforms to Alaska Standards for History: C1, C2, D3) | ||
| Procedural: | 6. | Use appropriate technology to access, retrieve, organize, and present historical information. |
| Procedural: | 7. | Use historical data from a variety of primary resources, which may include, letters, diaries, maps, photos, political speeches, and other documents. |
| Cognitive: | 8. | Define a personal position on issues while understanding the historical aspects of the positions and roles assumed by others. |
