This teapot was made in England about 1766-1770, possibly by the Cockpit Hill Factory, Derby, Eng
Grade Range: 6-8
Resource Type(s): Reviewed Websites, Primary Sources, Lessons & Activities
Duration: 90 minutes
Date Posted: 10/11/2016
Throughout this inquiry students investigate the complex interconnected roles of individuals and groups as well as the economic, social, and geographical forces that contributed to the American Revolution. Students wrestle with issues concerning historical determinism as they move toward an evidence-based argument as to whether or not the war was avoidable. The compelling question “Was the American Revolution avoidable?” prompts students to reflect on factors that contributed to the outbreak of hostilities between American colonists and Great Britain. As students explore the featured sources for this inquiry, they come to see how some individuals on both sides inflamed the tensions while others worked for reconciliation.
United States History Standards (Grades 5-12)
2: The impact of the American Revolution on politics, economy, and society
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
Historical Thinking Standards (Grades 5-12)
2B: Reconstruct the literal meaning of a historical passage.
2C: Identify the central question(s) the historical narrative addresses.
2F: Appreciate historical perspectives.
2G: Draw upon data in historical maps.
2I: Draw upon the visual, literary, and musical sources.
Common Core State Standards (Grades 6-8)
CCSS.ELA-Literacy.RH.6-8.2 (Key Ideas and Details): 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.RH.6-8.6 (Craft and Structure): 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.RH.6-8.7 (Integration of Knowledge and Ideas): Integrate visual information (e.g., in charts, graphs, photographs, videos, or maps) with other information in print and digital texts.
College, Career, and Civic Life (C3) Framework for Social Studies State Standards (Grades 6-8)
D2.His.3.6-8. (History): Use questions generated about individuals and groups to analyze why they, and the developments they shaped, are seen as historically significant.
D2.His.5.6-8. (History): Explain how and why perspectives of people have changed over time.
D2.His.12.6-8. (History): Use questions generated about multiple historical sources to identify further areas of inquiry and additional sources.
D2.His.14.6-8. (History): Explain multiple causes and effects of events and developments in the past.
D3.3.6-8. (Developing Claims and Using Evidence): Identify evidence that draws information from multiple sources to support claims, noting evidentiary limitations.
D3.4.6-8. (Developing Claims and Using Evidence): Develop claims and counterclaims while pointing out the strengths and limitations of both.