Format
1. Introduction to primary source.
2. Analysis of source, placing it in historical context.
3. Time is allowed for questions and answers.
Objectives
Through discussion, reading, and examination of primary source documents, students will:
1. Use reading comprehension and context clues to discover the relationship between enslaved African Americans and the American Revolution.
2. Use critical thinking, reading, and writing skills to analyze primary sources and determine the different stories surround freedom before and after the American Revolution.
3. Understand the implications that the American Revolution had on ideas of freedom and liberty.
Standards Alignment
National Standards
Our programs are aligned with both national standards and Virginia Standards of Learning. While our programs can be tailored to suit learners of any age, they are initially designed for students in upper elementary and secondary schools.
Topic 3: The History of the United States: Democratic Principles and Values and the Peoples from Many Cultures Who Contributed to Its Cultural, Economic and Political Heritage
Standard 4 : How Democratic Values Came to Be, and How They Have Been Exemplified by People, Events, and Symbols
REVOLUTION AND THE NEW NATION (1754-1820S)
Standard 1: The causes of the American Revolution, the ideas and interests involved in forging the revolutionary movement, and the reasons for the American victory
Standard 2: The impact of the American Revolution on politics, economy, and society
Standard 3: The institutions and practices of government created during the Revolution and how they were revised between 1787 and 1815 to create the foundation of the American political system based on the U.S. Constitution and the Bill of Rights.
Common Core
Grade Two
CCSS.ELA-LITERACY.RI.2.3 : Describe the connection between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text.
CCSS.ELA-LITERACY.RI.2.4 : Determine the meaning of words and phrases in a text relevant to a grade 2 topic or subject area.
CCSS.ELA-LITERACY.RI.2.6 : Identify the main purpose of a text, including what the author wants to answer, explain, or describe.
Grade Three
CCSS.ELA-LITERACY.RI.3.1 : Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.
CCSS.ELA-LITERACY.RI.3.3 : Describe the relationships between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text, using language that pertains to time, sequence, and cause/effect.
CCSS.ELA-LITERACY.RI.3.7 : Use information gained from illustrations and the words in a text to demonstrate understanding of the text (eg, where, when, why, and how key events occur).
CCSS.ELA-LITERACY.RI.3.9 : Compare and contrast the most important points and key details presented in two texts on the same topic.
Grade Four
CCSS.ELA-LITERACY.RI.4.3 : Explain events, procedures, ideas, or concepts in a historical, scientific, or technical text , including what happened and why, based on specific information in the text.
CCSS.ELA-LITERACY.RI.4.4 : Determine the meaning of general academic and domain-specific words or phrases in a text relevant to a grade 4 topic or subject area.
CCSS.ELA-LITERACY.RI.4.6 : Compare and contrast a firsthand and secondhand account of the same event or topic; describe the differences in focus and information provided.
Grade Five
CCSS.ELA-LITERACY.RI.5.3 : Explain the relationships or interactions between two or more individuals, events, ideas, or concepts in a historical, scientific, or technical text based on specific information in the text.
CCSS.ELA-LITERACY.RI.5.4 : Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a grade 5 topic or subject area.
CCSS.ELA-LITERACY.RI.5.6 : Analyze multiple accounts of the same event or topic, noting important similarities and differences in the point of view they represent.
CCSS.ELA-LITERACY.RI.5.7 : Draw on information from multiple print or digital sources, demonstrating the ability to locate an answer to a question quickly or to solve a problem efficiently.
Grade Six-Eight
CCSS.ELA-LITERACY.RI.6-8.1 : Cite specific textual evidence to support analysis of primary and secondary sources.
CCSS.ELA-LITERACY.RI.6-8.2 : Determine the central ideas or information of primary or secondary source; provide an accurate summary of the source distinct from prior knowledge or opinions.
CCSS.ELA-LITERACY.RI.6-8.3 : Identify key steps in a text's description of a process related to history/social studies.
CCSS.ELA-LITERACY.RI.6-8.7 : Integrate visual information (eg., photographs or maps) with other information in print and digital texts.
CCSS.ELA-LITERACY.RI.6-8.9 : Analyze the relationship between a primary and secondary source on the same topic.
Grade Nine-Ten
CCSS.ELA-LITERACY.RI.9-10.1 : Cite specific textual evidence to support analysis of primary and secondary sources, attending to such features as the date and origin of the information.
CCSS.ELA-LITERACY.RI.9-10.3 : Analyze in detail a series of events described in a text; determine whether earlier events caused later ones or simply preceded them.
CCSS.ELA-LITERACY.RI.9-10.9 : Compare and contrast treatments of the same topic in several primary and secondary sources.
Grade Eleven-Twelve
CCSS.ELA-LITERACY.RI.11-12.4 : Determine the meaning of words and phrases as they are used in a text, including analyzing how an author uses and refines the meaning of a key term over the course of a text.
CCSS.ELA-LITERACY.RI.11-12.7 : Integrate and evaluate multiple sources of information presented in diverse formats and media in order to address a question or solve a problem.
CCSS.ELA-LITERACY.RI.11-12.9 : Integrate information from diverse sources, both primary and secondary, into a coherent understanding of an idea or event, noting discrepancies among sources.
National Standards:
NL-ENG.K-12.1 English
-ENG.K-12.2 English
NL-ENG.K-12.4 English
NA-VA.K-4.4 Visual Arts
NA-VA.5-8.4 Visual Arts
NA-VA.9-12.3 Visual Arts
NSS-G.K-12.2 geography
NSS-USH.K-4.2 History
NSS-USH.5-12.3 History
State Standards
Our HistoryConnects programs are aligned with both national standards and Virginia Standards of Learning. While our programs can be tailored to suit learners of any age, they are initially designed for students in upper elementary and secondary schools.
2015 Virginia Standards: Virginia Studies
VS.1 The student will demonstrate skills for historical thinking, geographical analysis, economic decision making, and responsible citizenship by
a) analyzing and interpreting artifacts and primary and secondary sources to understand events in Virginia history;
b) analyzing the impact of geographic features on people, places, and events to support an understanding of events in Virginia history;
c) interpreting charts, graphs, and pictures to determine characteristics of people, places, or events in Virginia history;
d) recognizing points of view and historical perspectives;
e) comparing and contrasting ideas and cultural perspectives in Virginia history;
f) determining relationships with multiple causes or effects in Virginia history;
g) explaining connections across time and place;
h) using a decision-making model to identify costs and benefits of a specific choice made;
i) practicing good citizenship skills and respect for rules and laws while collaborating, compromising, and participating in classroom activities; and
j) investigating and researching to develop products orally and in writing.
VS.4 The student will demonstrate an understanding of life in the Virginia colony by
a) explaining the importance of agriculture and its influence on the institution of slavery;
b) describing how the culture of colonial Virginia reflected the origins of American Indians, European (English, Scots-Irish, German) immigrants, and Africans;
c) explaining the reasons for the relocation of Virginia’s capital from Jamestown to Williamsburg;
d) describing how money, barter, and credit were used; and
e) describing everyday life in colonial Virginia.
VS.5 The student will demonstrate an understanding of the role of Virginia in the American Revolution by
a) identifying the reasons why the colonies went to war with Great Britain, as expressed in the Declaration of Independence;
b) identifying the various roles of American Indians, whites, enslaved African Americans, and free African Americans in the Revolutionary War era, including George Washington, Thomas Jefferson, Patrick Henry, the Marquis de Lafayette, and James Lafayette;
c) identifying the importance of the American victory at Yorktown; and
d) examining the reasons for the relocation of Virginia’s capital from Williamsburg to Richmond.
2023 Virginia Standards: Virginia Studies
Skills VS The student will apply history and social science skills to the content by
a. analyzing and interpreting information sources including, but not limited to artifacts, primary and secondary sources, charts, graphs, and diagrams;
b. applying geographic skills to identify and understand geographic features and connections;
c. developing questions, enhancing curiosity, and engaging in critical thinking and analysis;
d. using evidence to construct timelines, classify events, and distinguish fact from opinion;
e. comparing and contrasting people, places, and events;
f. identifying cause-and-effect relationships to clarify and explain content;
g. using economic decision-making models to make informed economic decisions and to explain the incentives and consequences of a specific choice;
h. practicing civility, respect, hard work, honesty, trustworthiness, and responsible citizenship skills; and
i. developing products that reflect an understanding of content.
VS.4 The student will apply history and social science skills to understand life in the Virginia colony by
a. explaining the importance and influence of agriculture;
b. examining how colonial Virginia reflected the culture of Virginia’s Indigenous People, European (English, Scots-Irish, German) immigrants, and Africans;
c. distinguishing between indentured servants and enslaved people, including how European countries traded for, transported, and sold Africans to be enslaved in British North America beginning in the 17th century;
d. describing the laws that established race-based enslavement;
e. explaining the reasons for the relocation of Virginia’s capital from Jamestown to Williamsburg; and
f. describing ways people exchanged goods and services in colonial Virginia.
VS.5 The student will apply history and social science skills to explain Virginia and Virginians’ role during the American Revolution by
a. explaining the principles and events that convinced the colonists to declare independence and go to war with Great Britain, as expressed in the Declaration of Independence;
b. examining the important contributions, leadership, and experiences of Virginians during the war including, but not limited to George Washington, Thomas Jefferson, George Mason, James Madison, James Armistead Lafayette, Indigenous people, women, and free and enslaved Blacks;
c. identifying the reasons for the relocation of Virginia’s capital from Williamsburg to Richmond; and
d. identifying the importance of the American victory at Yorktown.
2015 United States History to 1865
USI.1 The student will demonstrate skills for historical thinking, geographical analysis, economic decision making, and responsible citizenship by
a) analyzing and interpreting artifacts and primary and secondary sources to understand events in United States history;
b) analyzing and interpreting geographic information to determine patterns and trends in United States history;
c) interpreting charts, graphs, and pictures to determine characteristics of people, places, or events in United States history;
d) using evidence to draw conclusions and make generalizations;
e) comparing and contrasting historical, cultural, and political perspectives in United States history;
f) determining relationships with multiple causes or effects in United States history;
g) explaining connections across time and place;
h) using a decision-making model to identify the costs and benefits of a specific choice made;
i) identifying the rights and responsibilities of citizenship and the ethical use of material or intellectual property; and
j) investigating and researching to develop products orally and in writing.
USI.5 The student will apply social science skills to understand the factors that shaped colonial America by
a) describing the religious and economic events and conditions that led to the colonization of America;
b) describing life in the New England, Mid-Atlantic, and Southern colonies, with emphasis on how people interacted with their environment to produce goods and services;
c) describing specialization of and interdependence among New England, Mid-Atlantic, and Southern colonies;
d) describing colonial life in America from the perspectives of large landowners, farmers, artisans, merchants, women, free African Americans, indentured servants, and enslaved African Americans; and
e) explaining the political and economic relationships between the colonies and Great Britain.
USI.6 The student will apply social science skills to understand the causes and results of the American Revolution by
a) explaining the issues of dissatisfaction that led to the American Revolution;
b) describing how political ideas shaped the revolutionary movement in America and led to the Declaration of Independence;
c) describing key events and the roles of key individuals in the American Revolution, with emphasis on George Washington, Benjamin Franklin, Thomas Jefferson, Patrick Henry, and the Marquis de Lafayette; and
d) explaining reasons why the colonies were able to defeat Great Britain.
2023 United States History to 1865
Skills USIThe student will apply history and social science skills to the content by
a. synthesizing evidence from information sources including, but not limited to artifacts, primary and secondary sources, charts, graphs, and diagrams to understand events in United States history;
b. applying geographic skills to determine patterns and trends of people, places, or events;
c. developing questions, enhancing curiosity, and engaging in critical thinking and analysis;
d. integrating evidence to construct and analyze timelines, classify events, and distinguish fact from opinion;
e. comparing and contrasting historical, cultural, economic, and political perspectives;
f. determining and explaining cause-and-effect relationships;
g. using economic decision-making models to make a decision and explain the incentives and consequences of a specific choice;
h. engaging and communicating as a civil and informed individual with persons with different perspectives; and
i. developing products that reflect an understanding of content.
USI.5The student will apply history and social science skills to explain the social, political, religious, economic, and geographic factors that shaped colonial America by
a. describing the characteristics and differences among the New England, the Mid-Atlantic, and the Southern colonies;
b. explaining Virginia’s importance as one of the most populous and wealthiest colonies;
c. comparing life from the perspectives of various groups including, but not limited to large landowners, farmers, artisans, clergy, merchants, women, indentured servants, and enslaved and free Blacks;
d. explaining the specialization and interdependence of the regions; and
e. explaining the changing political and economic relationships between the colonies and Great Britain including, but not limited to representative government and self-rule in the colonies.
USI.6The student will apply history and social science skills to explain the American Revolution by
a. identifying the causes and effects of the French and Indian War;
b. identifying the issues of dissatisfaction that led to the American Revolution including, but not limited to the “injuries and usurpations” outlined in the Declaration of Independence;
c. comparing and contrasting the political ideas and principles that shaped the revolutionary movement;
d. describing the leadership roles of individuals including, but not limited to George Washington, Benjamin Franklin, Thomas Jefferson, Patrick Henry, Thomas Paine, John Adams, and the Marquis de Lafayette; and
e. examining the causes, course, and consequences of key events and battles of the era.
2023 Virginia and United States History
Skills VUS The student will apply history and social science skills to the content by
a. selecting and synthesizing evidence from information sources including, but not limited to artifacts, primary and secondary sources, charts, graphs, and diagrams, to question and understand information about events in Virginia and United States history;
b. applying geographic skills to determine and/or predict patterns and trends of people, places, and events;
c. questioning and using inquiry to construct arguments, using evidence from multiple sources;
d. investigating and analyzing evidence from multiple sources to construct arguments and draw conclusions;
e. comparing and contrasting historical, cultural, economic, and political perspectives;
f. determining cause and effect to analyze connections;
g. using economic decision-making models to analyze and explain the incentives for and consequences of a specific choice;
h. engaging and communicating as an informed individual with different perspectives;
i. developing products that reflect an understanding of research and content to make real-life connections; and
j. contextualizing corroborating and evaluating sources for credibility, propaganda, and bias to determine patterns and trends in Virginia and United States history.
VUS.5 The student will apply history and social science skills to understand the issues and events leading to and during the revolutionary period by
a. describing the results of the French and Indian War;
b. describing how political, religious, and economic ideas and interests contributed to the start of the American Revolution including, but not limited to the resistance to imperial policy, the Stamp Act, the Townsend Acts, taxes on tea, the Coercive Acts, the Boston Tea Party, the Boston Massacre, Patrick Henry’s “Give Me Liberty, or Give Me Death” speech, the Battles of Lexington and Concord, the Battle of Bunker Hill, the Second Continental Congress and the Olive Branch Petition, and Thomas Paine’s Common Sense;
c. describing efforts by individuals and groups to mobilize support for the American Revolution, including the Minutemen, the Sons of Liberty, the First and Second Continental Congresses, and the Committees of Correspondence;
d. examining the contributions of those involved in the drafting and signing of the Declaration of Independence and the lasting legacy of the document;
e. analyzing the intervention of France and other factors that led to colonial victory in the Revolutionary War;
f. evaluating how key principles in the Declaration of Independence grew in importance to become unifying ideas of American political philosophy; and
g. analyzing the contributions of the future U.S. presidents that were significant during this era.