The American Revolution on the Homefront Curriculum

CCSS.ELA-LITERACY.CCRA.SL.1-Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others’ ideas and expressing their own clearly and persuasively.

CCSS.ELA-LITERACY.CCRA.SL2-Integrate and evaluate information presented in diverse media and formats, including visually, quantitatively, and orally.

CCSS.ELA-LITERACY.SL.K.1.A – Follow agreed-upon rules for discussions (e.g. listening to others and taking turns speaking about the topics and texts under discussion).

CCSS.ELA-LITERACY.SL.2.1.C – Ask for clarification and further explanation as needed about the topics and texts under discussion.

CCSS.ELA-LITERACY.SL.2.2 – Recount or describe key ideas or details from a text read aloud or information presented orally or through other media.

CCSS.ELA-LITERACY.CCRA.SL.1

Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others’ ideas and expressing their own clearly and persuasively.

CCSS.ELA-LITERACY.CCRA.SL.2

Integrate and evaluate information presented in diverse media and formats, including visually, quantitatively, and orally.

CCSS.ELA-LITERACY.CCRA.SL.3

Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric.

CCSS.ELA-LITERACY.SL.5.1.A – 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.SL.5.4 – 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.

CCSS.ELA-LITERACY.RH.6-8.2 – 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.RH.6-8.3 – Identify key steps in a text’s description of a process related to history/social studies (e.g. how a bill becomes a law, how interest rates are raised or lowered).

CCSS.ELA-LITERACY.RH.6-8.4 – Determine the meaning of words and phrases as they are used in a text, including vocabulary specific to domains related to history/social studies.

CCSS.ELA-LITERACY.RH.6-8.7 – Integrate visual information (e.g. in charts, graphs, photographs, videos, or maps) with other information in print or digital text.

6.1.2.Geo.HE.2 – Describe how human activities affect the culture and environmental characteristics of places or regions (e.g. transportation, housing, dietary needs).

6.1.2.HistoryCA.1 – Make an evidence-based argument on how and why communities change over time (e.g. locally, nationally, globally).

6.1.2.CivicsPD.1 – Engage in discussions effectively by asking questions, considering facts, listening to the ideas of others, and sharing opinions.

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.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.GeoSV.2 – Use maps to explain the impact of location and place on the relationships between places in New Jersey, the United States and other countries.

6.1.5.GeoSV.4 – Use a variety of geographic representations to describe the similarities and differences between places in New Jersey, the United States and the world (e.g. maps, data visualizations, graphs, diagrams, aerial and other photographs, GPS).

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 Americans resulting in changes to conditions.

6.1.5.EconET.1 – Identify positive and negative incentives that influence the decisions of people.

6.1.5.EconEM.4 – Compare different regions of New Jersey to determine the role that geography, natural resources, climate, transportation, technology, and/or the labor force play in economic opportunities.

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.

6.1.8.GeoSV.3.A – Use maps and other geographic tools to construct an argument on the impact of geography on the developments and outcomes of the American Revolution including New Jersey’s pivotal role.

6.1.8.HistoryCC.3.A – Explain how the consequences of the Seven Years War, changes in the British policies toward American colonies, and responses by various groups and individuals in the North American colonies led to the American Revolution.

6.1.8.HistoryUP.3.B – Examine the roles and perspectives of various socioeconomic groups (e.g. rural farmers, urban craftsmen, northern merchants, and southern planters), African Americans, Native Americans, and women during the American Revolution, and determine how these groups were impacted by the war.

6.1.8.HistorySE.3.B – Analyze a variety of sources to make evidence-based inferences about how prominent individuals and other nations contributed to the causes, execution, and outcomes of the American Revolution