1. For your in-lesson participation activity, you are to take a trip to the virtual Museum of the American Revolution. This museum holds artifacts from the period you’ve just read about in your lesson, as well as later in the timeline, as the Patriot’s cause turned into a Revolution for independence from England.
1)Go through the gallery entitled “Becoming Revolutionaries”
2)Pick one exhibit (not the entire gallery) summarize its main contents and discuss what you found most fascinating. Be as specific as possible.
3)Pick one primary source from the exhibit and discuss how you would teach this document/artifact to someone who’s never encountered this material before.
2.š Think through each act passed by the British Parliament, and the outburst it created leading up to the War. How would each piece of legislation have affected people in the colonies differently? For example: who suffered more on a daily basis under the Townshend duties versus the Quartering Act- poor, wealthy, men, women, coastal or rural people, etc? Include: The Stamp Act Congress Condemns the Stamp Act (1765) and Thomas Preston Description of the Boston Massacre (1770) in your analysis.
3. šUsing Kathleen DuVal’s introduction to her book, the Continental Congress’s Speech to the Six Nations, and Sir William Johnson’s “Watches the Settlers Invade Indian Lands , how does focusing on Indigenous perspectives between the Seven Year War (1756) and the American Revolution (1776) inform and shape our understandings about attitudes, events, and meanings of the movement towards American Independence?
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