Format
1. Introduction
2. Learn about William Livingston's colonial world and lifestyle
3. Explanation of American Revolution and the three main sides of the conflict
4. Discuss causes of the war including geography and taxes
5. Explore the unsung heroes of the war including women and enslaved people
6. Debate and choose which side of the war the students would want to join
Objectives
At the end of this program students will be able to:
1. Recognize the motivations that led the colonists to declare war on Great Britain
2. Gain an understanding of the typical lifestyle of an American colonist
3. Compare and contrast the reasons a colonist would join the Patriot, Loyalist, or Quaker side of the Revolution
4. Engage in a discussion regarding the often underrepresented groups of people who were vital to the war effort
Standards Alignment
National Standards
CCSS.ELA-LITERACY.5.SL.1a -- Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion.
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.5.SL.4 -- Report on a topic or text or present an opinion, sequencing ideas logically and using appropriate facts and relevant, descriptive details to support main ideas or themes; speak clearly at an understandable pace.
State Standards
New Jersey State History Standards:
6.1.5.HistoryCC.1: Analyze key historical events from the past to explain how they led to the creation of the state of New Jersey and the United States.
6.1.5. HistoryCC.3. Use multiple sources to describe how George Washington, Thomas Jefferson, Benjamin Franklin, and Governor William Livingston have impacted state and national governments over time.
6.1.5.HistoryCC.7: Evaluate the initial and lasting impact of slavery using sources that represent multiple perspectives.
6.1.5.HistoryCC.14: Compare the practice of slavery and indentured servitude in Colonial labor systems.
6.1.5.HistoryCA.1: Craft an argument, supported with historical evidence, for how factors such as demographics (e.g., race, gender, religion, and economic status) affected social, economic, and political opportunities during the Colonial era.
6.1.5.GeoPP.3: Use geographic models to describe how human movement relates to the location of natural resources and sometimes results in conflict.
6.1.5.GeoSV.5: Use geographic data to examine how the search for natural resources resulted in conflict and cooperation among European colonists and Native American resulting in changes to conditions.
6.1.5.EconEM.6: Explain the system of mercantilism and its impact on the economies of the colonies and European countries.
6.1.5.EconNM.1: Explain the ways in which the government pays for the goods and services it provides.