Format
1. This program will begin with an introduction and discussion of mercantilism and daily life in the colonies.
2. We will discuss the importance of agriculture in Virginia and its influence on the institution of slavery.
3. We will discuss the dissatisfaction over new restrictions and taxes put in place by the British.
4. We then will discover the roles of Virginians in the American Revolution.
5. We will discuss the colonial victory and will end with a Question and Answer session.
Objectives
• The students will demonstrate knowledge of life in colonial Virginia and how money, barter, and credit were used.
• The students will demonstrate an understanding of life in the Virginia colony by explaining the importance of agriculture and its influence on the institution of slavery.
• Dissatisfaction over new restrictions and taxes put in place by the British was a call for citizen action to demonstrate resistance against the British government.
• The students will demonstrate an understanding of the role of Virginia in the American Revolution by identifying the various roles of American Indians, whites, enslaved African-Americans, free African-Americans and women in the Revolutionary War era.
• The colonial victory in the Revolutionary War was made possible by strong military leadership and effective diplomacy
Standards Alignment
National Standards
CCSS.ELA-LITERACY.11-12.RH.1 -- Cite specific textual evidence to support analysis of primary and secondary sources, connecting insights gained from specific details to an understanding of the text as a whole.
CCSS.ELA-LITERACY.11-12.RH.2 -- Determine the central ideas or information of a primary or secondary source; provide an accurate summary that makes clear the relationships among the key details and ideas.
CCSS.ELA-LITERACY.11-12.RH.6 -- Evaluate authors’ differing points of view on the same historical event or issue by assessing the authors’ claims, reasoning, and evidence.
CCSS.ELA-LITERACY.11-12.RH.7 -- Integrate and evaluate multiple sources of information presented in diverse formats and media (e.g., visually, quantitatively, as well as in words) in order to address a question or solve a problem.
CCSS.ELA-LITERACY.11-12.RI.6 -- Determine an author’s point of view or purpose in a text in which the rhetoric is particularly effective, analyzing how style and content contribute to the power, persuasiveness, or beauty of the text.
CCSS.ELA-LITERACY.11-12.RI.7 -- Integrate and evaluate multiple sources of information presented in different media or formats (e.g., visually, quantitatively) as well as in words in order to address a question or solve a problem.
CCSS.ELA-LITERACY.11-12.RI.9 -- Analyze seventeenth-, eighteenth-, and nineteenth-century foundational U.S. documents of historical and literary significance (including The Declaration of Independence, the Preamble to the Constitution, the Bill of Rights, and Lincoln’s Second Inaugural Address) for their themes, purposes, and rhetorical features.
CCSS.ELA-LITERACY.11-12.SL.1 -- Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 11–12 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively.
CCSS.ELA-LITERACY.11-12.SL.1c -- Propel conversations by posing and responding to questions that probe reasoning and evidence; ensure a hearing for a full range of positions on a topic or issue; clarify, verify, or challenge ideas and conclusions; and promote divergent and creative perspectives.
CCSS.ELA-LITERACY.11-12.SL.1d -- Respond thoughtfully to diverse perspectives; synthesize comments, claims, and evidence made on all sides of an issue; resolve contradictions when possible; and determine what additional information or research is required to deepen the investigation or complete the task.
CCSS.ELA-LITERACY.11-12.SL.2 -- Integrate multiple sources of information presented in diverse formats and media (e.g., visually, quantitatively, orally) in order to make informed decisions and solve problems, evaluating the credibility and accuracy of each source and noting any discrepancies among the data.
CCSS.ELA-LITERACY.11-12.SL.3 -- Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric, assessing the stance, premises, links among ideas, word choice, points of emphasis, and tone used.
CCSS.ELA-LITERACY.4.RI.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.4.RI.6 -- Compare and contrast a firsthand and secondhand account of the same event or topic; describe the differences in focus and the information provided.
CCSS.ELA-LITERACY.4.RI.7 -- Interpret information presented visually, orally, or quantitatively (e.g., in charts, graphs, diagrams, time lines, animations, or interactive elements on Web pages) and explain how the information contributes to an understanding of the text in which it a
CCSS.ELA-LITERACY.4.SL.1 -- Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 4 topics and texts, building on others’ ideas and expressing their own clearly.
CCSS.ELA-LITERACY.4.SL.1b -- Follow agreed-upon rules for discussions and carry out assigned roles.
CCSS.ELA-LITERACY.4.SL.1c -- Pose and respond to specific questions to clarify or follow up on information, and make comments that contribute to the discussion and link to the remarks of others.
CCSS.ELA-LITERACY.4.SL.1d -- Review the key ideas expressed and explain their own ideas and understanding in light of the discussion.
CCSS.ELA-LITERACY.4.SL.2 -- Paraphrase portions of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.
CCSS.ELA-LITERACY.4.SL.3 -- Identify the reasons and evidence a speaker provides to support particular points.
CCSS.ELA-LITERACY.5.RI.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.5.RI.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.5.RI.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.
CCSS.ELA-LITERACY.5.SL.1 -- Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 5 topics and texts, building on others’ ideas and expressing their own clearly.
CCSS.ELA-LITERACY.5.SL.1b -- Follow agreed-upon rules for discussions and carry out assigned roles.
CCSS.ELA-LITERACY.5.SL.1c -- Pose and respond to specific questions by making comments that contribute to the discussion and elaborate on the remarks of others.
CCSS.ELA-LITERACY.5.SL.1d -- Review the key ideas expressed and draw conclusions in light of information and knowledge gained from the discussions.
CCSS.ELA-LITERACY.5.SL.2 -- Summarize a written text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.
CCSS.ELA-LITERACY.5.SL.3 -- Summarize the points a speaker makes and explain how each claim is supported by reasons and evidence.
CCSS.ELA-LITERACY.6-8.RH.1 -- Cite specific textual evidence to support analysis of primary and secondary sources.
CCSS.ELA-LITERACY.6-8.RH.2 -- Determine the central ideas or information of a primary or secondary source; provide an accurate summary of the source distinct from prior knowledge or opinions.
CCSS.ELA-LITERACY.6-8.RH.6 -- Identify aspects of a text that reveal an author’s point of view or purpose (e.g., loaded language, inclusion or avoidance of particular facts).
CCSS.ELA-LITERACY.6-8.RH.7 -- Integrate visual information (e.g., in charts, graphs, photographs, videos, or maps) with other information in print and digital texts.
CCSS.ELA-LITERACY.6-8.RH.8 -- Distinguish among fact, opinion, and reasoned judgment in a text.
CCSS.ELA-LITERACY.6.RI.6 -- Determine an author’s point of view or purpose in a text and explain how it is conveyed in the text.
CCSS.ELA-LITERACY.6.RI.7 -- Integrate information presented in different media or formats (e.g., visually, quantitatively) as well as in words to develop a coherent understanding of a topic or issue.
CCSS.ELA-LITERACY.6.SL.1 -- Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 6 topics, texts, and issues, building on others’ ideas and expressing their own clearly.
CCSS.ELA-LITERACY.6.SL.1c -- Pose and respond to specific questions with elaboration and detail by making comments that contribute to the topic, text, or issue under discussion.
CCSS.ELA-LITERACY.6.SL.1d -- Review the key ideas expressed and demonstrate understanding of multiple perspectives through reflection and paraphrasing.
CCSS.ELA-LITERACY.6.SL.2 -- Interpret information presented in diverse media and formats (e.g., visually, quantitatively, orally) and explain how it contributes to a topic, text, or issue under study.
CCSS.ELA-LITERACY.7.RI.6 -- Determine an author’s point of view or purpose in a text and analyze how the author distinguishes his or her position from that of others.
CCSS.ELA-LITERACY.7.SL.1 -- Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 7 topics, texts, and issues, building on others’ ideas and expressing their own clearly.
CCSS.ELA-LITERACY.7.SL.1c -- Pose questions that elicit elaboration and respond to others’ questions and comments with relevant observations and ideas that bring the discussion back on topic as needed.
CCSS.ELA-LITERACY.7.SL.1d -- Acknowledge new information expressed by others and, when warranted, modify their own views.
CCSS.ELA-LITERACY.7.SL.2 -- Analyze the main ideas and supporting details presented in diverse media and formats (e.g., visually, quantitatively, orally) and explain how the ideas clarify a topic, text, or issue under study.
CCSS.ELA-LITERACY.8.RI.6 -- Determine an author’s point of view or purpose in a text and analyze how the author acknowledges and responds to conflicting evidence or viewpoints.
CCSS.ELA-LITERACY.8.RI.7 -- Evaluate the advantages and disadvantages of using different mediums (e.g., print or digital text, video, multimedia) to present a particular topic or idea.
CCSS.ELA-LITERACY.8.SL.1 -- Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 8 topics, texts, and issues, building on others’ ideas and expressing their own clearly.
CCSS.ELA-LITERACY.8.SL.1c -- Pose questions that connect the ideas of several speakers and respond to others’ questions and comments with relevant evidence, observations, and ideas.
CCSS.ELA-LITERACY.8.SL.1d -- Acknowledge new information expressed by others, and, when warranted, qualify or justify their own views in light of the evidence presented.
CCSS.ELA-LITERACY.8.SL.2 -- Analyze the purpose of information presented in diverse media and formats (e.g., visually, quantitatively, orally) and evaluate the motives (e.g., social, commercial, political) behind its presentation.
CCSS.ELA-LITERACY.9-10.RH.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.9-10.RH.2 -- Determine the central ideas or information of a primary or secondary source; provide an accurate summary of how key events or ideas develop over the course of the text.
CCSS.ELA-LITERACY.9-10.RH.6 -- Compare the point of view of two or more authors for how they treat the same or similar topics, including which details they include and emphasize in their respective accounts.
CCSS.ELA-LITERACY.9-10.RH.7 -- Integrate quantitative or technical analysis (e.g., charts, research data) with qualitative analysis in print or digital text.
CCSS.ELA-LITERACY.9-10.RI.6 -- Determine an author’s point of view or purpose in a text and analyze how an author uses rhetoric to advance that point of view or purpose.
CCSS.ELA-LITERACY.9-10.RI.7 -- Analyze various accounts of a subject told in different mediums (e.g., a person’s life story in both print and multimedia), determining which details are emphasized in each account.
CCSS.ELA-LITERACY.9-10.RI.9 -- Analyze seminal U.S. documents of historical and literary significance (e.g., Washington’s Farewell Address, the Gettysburg Address, Roosevelt’s Four Freedoms speech, King’s “Letter from Birmingham Jail”), including how they address related themes and concepts.
CCSS.ELA-LITERACY.9-10.SL.1 -- Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 9–10 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively.
CCSS.ELA-LITERACY.9-10.SL.1c -- Propel conversations by posing and responding to questions that relate the current discussion to broader themes or larger ideas; actively incorporate others into the discussion; and clarify, verify, or challenge ideas and conclusions.
CCSS.ELA-LITERACY.9-10.SL.1d -- Respond thoughtfully to diverse perspectives, summarize points of agreement and disagreement, and, when warranted, qualify or justify their own views and understanding and make new connections in light of the evidence and reasoning presented.
CCSS.ELA-LITERACY.9-10.SL.2 -- Integrate multiple sources of information presented in diverse media or formats (e.g., visually, quantitatively, orally) evaluating the credibility and accuracy of each source.
CCSS.ELA-LITERACY.9-10.SL.3 -- Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric, identifying any fallacious reasoning or exaggerated or distorted evidence.
State Standards
New York
Social Studies
• 4.3 European exploration led to the colonization of the region that became New York State. Beginning in the early 1600s, colonial New York was home to people from many different countries. Colonial New York was important during the Revolutionary Period.
• 4.3c In the mid-1700s, England and France competed against each other for control of the land and wealth in North America. The English, French, and their Native American allies fought in the French and Indian War.
• 4.3d Growing conflicts between England and the 13 colonies over issues of political and economic rights led to the American Revolution.
Virginia
History and Social Studies
- 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; (e) comparing and contrasting people, places, and events; and (f) identifying cause-and-effect relationships to clarify and explain content.
• 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; and (d) identifying the importance of the American victory at Yorktown.
- United States History to 1865 -
• Skills USI The 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; (e) comparing and contrasting historical, cultural, economic, and political perspectives; and (f) determining and explaining cause-and-effect relationships.
• USI.5 The 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.6 The 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.
- 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; (j) contextualizing corroborating and evaluating sources for credibility, propaganda, and bias to determine patterns and trends in Virginia and United States history.
• VUS.2 The student will apply history and social science skills to describe the political, religious, social, and economic characteristics of the first thirteen colonies by (c) describing the development of political self-government and a free-market economic system, as well as the differences among the British, Spanish, and French colonial systems; and (d) explaining the early democratic ideas and practices that emerged during the colonial period, including the significance of representative assemblies and town councils.
• VUS.3 The student will apply history and social science skills to explain the development of African American culture in America and the impact of the institution of slavery by (d) analyzing the growth of the colonial economy that maximized profits through the use of indentured servitude and race-based enslavement of Africans; and (e) examining the cultures of enslaved Africans and identifying the various ways they persisted towards freedom.
• VUS.4 The student will apply history and social science skills to analyze the cooperation and conflict between the Indigenous people and the new settlers by (a) describing the competition among the English, French, Spanish, Dutch, and Indigenous people for control of North America; (b) describing the cooperation that existed at times between the colonists and Indigenous people during the 1600s and 1700s including, but not limited to agriculture, the fur trade, military alliances, treaties, and cultural interchanges; and (d) explaining the conflicts before the Revolutionary War.
• 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; and (f) evaluating how key principles in the Declaration of Independence grew in importance to become unifying ideas of American political philosophy.