Virginia SOL USI.6.b
The Standard
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
Virginia Standards of Learning for History and Social Science
Teacher's field guide
What This Standard Means
What Students Need to Do
- Students identify specific colonial complaints, such as taxation without representation, limits on trade, quartering troops, and denial of local control. They connect these complaints to the decision to seek independence.
What Mastery Looks Like
- Students can explain several complaints in their own words and match them to British policies or actions. They can use evidence from the Declaration to explain why colonists believed the king had abused his power.
Common Misconceptions
- Students may think taxes were the only cause or that every colonist supported independence. They may also confuse the Declaration's complaints with the rights stated earlier in the document.
How to Assess It
- Give students three paraphrased complaints from the Declaration. Ask them to choose one and explain the British action involved and why colonists opposed it.
Lesson moves
Ways to Teach It
Give pairs British action cards and colonial complaint cards to match, then have them rank the three complaints they think caused the most anger.
Ask students to write: Which complaint against British rule best justified independence, and what evidence supports your choice?
Play a sorting relay where teams place scenario cards under taxes, representation, trade, courts, local government, or military control.
Present a school rule created without student input, then ask students to compare the decision process with one colonial complaint.
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Printable USI.6.b Worksheet
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Related Standards
- 2.8.c
identifying key components of the Declaration of Independence
- 2.8.a
identifying reasons for the settlement of the thirteen colonies
- VS.5.a
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- 2.7
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