S+Cooper+Marcy

Office: Office Phone: Office Hours:** ** E-mail: **
 * Teacher:

=Summary of Unit= The Revolutionary Era in America encompasses events from 1754-1783. This unit will focus on the evolution of the beliefs about the rights of citizens and the role of government in the American colonies. It will compare those beliefs and the beliefs of citizens in the mother country. Important leaders will be discussed on both sides of the issue will be discussed as well as important events that happened. The deeds of those leaders, their motivations, and the impact those deeds had on the events of the time will all be covered. It will also encompass the situations and reasons why the colonists won the war, factors such as terrain, battle tactics, time, military personel, and alliances. Lastly, students will reflect on the dangers, pressures, and responsibilities of a fledgling country.

=Establish Goals= Maine Learning Results: Social Studies- E. History E1. Historical Knowledge, Concepts, Themes, and Patterns Grade 9-Diploma- "The Revolutionary Era, 1754-1783" Students understand major eras, major enduring themes, and historic influences in United States and world history, including the roots of democratic philosophy, ideals, and institutions in the world. c. Trace and critique the roots and evolution of democratic ideals and constitutional principles in the history of the United states and the world using historical sources.

= = =Students will understand that= • differences existed in the beliefs about the rights, power, and the role of government between the colonists and Britain. • important leaders arose and unified the separate colonies toward one goal, revolution. • a grassroots, ragtag militia defeated the country with the largest empire in the world.

= = =Essential Questions= • Why did George III violate the rights of Englishmen and why did the colonists believe those rights belonged to them? • Name the important leaders, what they did, and how their actions unified the colonists to revolt? • How did a colonial army defeat a world power?

= = =Students will know= Important events and people: Thomas Hutchinson, Thomas Paine, Patrick Henry, Sam Adams, Lord North, John Adams, Thomas Jefferson, Nathan Hale, Phillis Wheatley, Paul Revere, William Dawes, John Trumbull, John Paul Jones, John Locke, Jacques-Bénigne Bossuet, George III, Boston Massacre, Boston Tea Party, Lord North, Valley Forge, Lexington and Concord, and the Declaration of Independence. • Vocabulary: Quartering Act, Sugar Act, Stamp Act, Townshend Acts, Inalienable rights, Englishmen, Colonists, Taxation without Representation, Tories, Lobsterbacks, Rights of man, Divine right of Kings, and Whigs. • Sequences and Timelines: French and Indian War (1754–1763), The Revolutionary War (1775–1783), and the Articles of Confederation (1777-1787) • Key factual information: the size of British army vs the size of the colonial militia, the fact that the British had the best navy in the world and the colonists did not even have one, the time it took for orders to come from England, the difference between the guerrilla tactics used by the colonists and the European style of warfare.

= = =Students will be able to= • Describe the tactics used by the Continental army to win the revolutionary war. • c. Critique the colonists' grievances, their beliefs about their rights, and how they fixed their problems with George III. • Create a map and key depicting the size of the British empire, British armada, and the number of British soldiers and the size of the colonies in the Americas, the colonial navy, and colonial population. • Compare the roles of the different leaders of the revolution. • Assume the role of King George III and retell the events of the American Revolution from his point of view. • Reflect on how the colonies united to defeat Britain but separated back into their own entities once the war was over.

**Performance Task Overview** You have been accepted into the internship of your dreams (choose a company). You show up the first day and meet your boss. Unfortunately for you, he is George III reincarnated with Donald Trump's awful comb over. As bad as this sounds, this is even worse for you because your idol is John Locke. You immediately decide that things need to change for the better. Keep in mind what the founding fathers used for strategies and how they persuaded the masses to follow them. You decide to create a pamphlet to secretly pass around to your co-interns to convince them to help you. Some how that pamphlet lands onto the desk of your boss. He demands an explanation from you in the boardroom outside his office on Monday. Fortunately your co-interns hear about your circumstances and rally to your aid. You are now a leader of this revolution and the group looks to you for direction. Together you draft a list of grievances to "declare yourselves independent" of his tyranny. You show up on Monday, declaration in hand, with your co-interns to convince your boss. Apparently he has been called away on urgent business. So you decide to film your argument and send it to him. Your internship rests in his hands and the faith of your co-interns rests in yours. Don't let yourself or your co-interns down. Good luck.

Or... You have been accepted into the internship of your dreams (choose a company). You show up the first day and meet your boss. Unfortunately for you, he is George III reincarnated with Donald Trump's awful comb over. This is fine to you because your idol is Jacques-Benigne Bossuet. In the break room one day you see a pamphlet slandering your boss. Immediately you bring it to him. He asks you to write your own pamphlet to counteract the damage. Sunday night, your boss calls you and says that he's been called out of town on urgent business. He asks you to put together a presentation that will put those rebels in their place. You call up a few employees that have worked for the boss for several years to help you. Unfortunately those employees are working on a project on monday and can not help you. To allievate the problem you ask them to help you create an imovie. After staying up all night you walk into the board room around noon on monday to show your movie. You catch the rebels just as they are leaving the board room. So... get ready to present, good luck.

=Expectations= There is a lot of information in the American Revolution. A lot has already been covered in other classes that you have had. However, to get everyone on the same page about the background information, I have assigned readings to compliment what we go over in class. My expectation is that you have the reading done //before// you come to class. Otherwise it may be hard to participate in the discussions about why an event occurred if you did not even know it happened. Students are expected to check the class wiki for any assignments and for class notes even when they are absent from class. Feel free to email me if you have any questions at any time. You are expected to work collaboratively with your seasonal partners. If problems arise please let me know so those issues can be resolved. Sometimes life gets in the way of our best intentions and that can not be helped. You will have the opportunity to redo any work that you turn into me including tests, quizzes, projects, and homework. However it is by my discretion to revoke that privilege if I sense it is being abused. You have until one week before grades close to turn in any redos for full credit, if the original is done on time. You must turn in the original copy, the redone work, and a paragraph explaining where you went wrong and how you will do better next time. We do a lot of cooperative learning in groups or with seasonal partners and it is expected that everyone works together and shares the workload. If there are any problems with this I need to know immediately to address the situation and possibly change groups. In other words passing any work off as your own is plagerism. Cite your sources correctly and do not cut and paste. If you need help with citing sources or if you have any other questions about this come talk to me. The penalty for blatant plagerism is a zero that can not be redone. Depending on the severity, there maybe some administrative consequences as well.
 * Absences:**
 * Redos:**
 * Team work:**
 * Plagerism:**

=Benchmarks=

**There are 420 points that can be earned in this unit.**
Pre-Assessments and Graphic Organizers There will be a quiz at the start of the unit over the major events and concepts of the American Revolution. This will not be graded, it is only to help me to know what you already know. I will check your graphic organizers after you complete them so you have all the information you need to do your assignment.
 * Participation (50)** comes in many forms and does not just include speaking out in class. This is the most preferred form so that everyone can benefit from all the great ideas that each of you has. This grade will include class discussions, your in class prewrites, post class blog entries, and your involvement in your cooperative learning groups.
 * Wikispaces (50)** In this unit you will contribute to the class wiki artifacts page. You will write a description of four different factors that helped the colonists win the war. Include a hyperlink to more information and a graphic for each one and then post it to the class wiki. You will then be asked to read your classmates wikis and give feedback.
 * Comic Life (50) and Garage Band (50)**Two of your assignments will use these software. If you are unfamiliar with how to use them please see me before it is time to the assignment. In Comic Life you will create a narrative of the events of the American Revolution as if you were George III. In Garage Band you will write and record a pre-game/"pre-war" report analyzing how the colonists' militia "matches up" against the British army and navy. From those facts predict who will win the game/war.
 * Webquests (120)** You will do two webquests in this unit. The first one will be about which revolutionary leader was the "American of the Year." (40)The second webquest will be your final performance task for the unit.(80)
 * Quizzes (25 pts each)** There will be 2 quizzes over the important vocabulary, people, and events. This is to check your basic knowledge of the Revolution the other activites are to expand your thinking about the enduring themes, motivations of the people involved, and what those events mean.
 * The Class Blog (50)** Along with your personal blog, you will post certain assignments to it throughout the year. One assignment you will do for this unit is to post your essay critiquing the colonists' grievances and their solution to their problems. You will read your classmates' essays. Peer assess each others blogs with the check list. Then post your comment to their blogs. The other assignment is to write a journal entry reflecting on the outcome of the war.

=Grading Scale= A (93 -100), A- (90 - 92), B+ (87 - 89), B (83 - 86), B- (80 - 82),C+(77 - 79), C (73-76), C- (70 - 72), D+(67 - 69), D (63 - 66), D- (60 - 62), F (0 - 59).