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Unit 5: The American Revolution

Unit Overview:

This unit connects with pages 98-103 and 112-139 in our textbooks.

Concepts:
1.  What were the causes of the American Revolution?
2.  What did patriots believe?  What did loyalists believe?  What does it mean to be neutral?
3.  What were some major battles and what were the effects of those battles?  What were some military tactics that were used?  How did military tactics change over the course of the war?
4.  What advantages and disadvantages did the British and Americans have going into the war?
5.  What was life like during the war?
6.  What is the Declaration of Independence?  What was its affect?
7.  How did the war end?
8.  What is the Treaty of Paris of 1783?  What does it state?

Wednesday 5/28
Learning Goals=Describe some conflicts in the colonies early history?  What were the causes and results of these conflicts?

7th grade:
1. Do Now= Get your interactive notebook and open to page 48
  • Write today's date 
  • Title it French and Indian War
  • Cut out the headings= Cause and Effect
  • Cut out  Cause statements as 1 big column
  • Cut out all of the Effect statements into individual pieces 
  • Read all the statements and match the effect up with it's cause
  • Have an adult check it before you tape or glue it into your notebook
2.  How did government work- image from George vs. George p 16 and 17

3. The First Americans script reading
Characters:
  1. Narrator 1
  2. Pilgrims
  3. Pilgrim 1
  4. Pilgrim 2
  5. Narrator 2
  6. Native American
  7. Narrator 3
  8. Frenchman
  9. Colonist
  10. King
  11. Colonist 1
  12. Colonist 2
  13. Patrick Henry
  14. Patriot
  15. Loyalist
  16. Paul Revere
5. What events are presented in the script? Sequence events

6. Research 1 of the events- who involved, when, where, what happened, why did it happen, how did it end?


8th grade=
1. Do Now= open Background on the French and Indian War text. Look over your highlights and see what you can add to your annotations

2. Sample student annotation? Mrs. Flieger's annotation

3. Open your Interactive Notebook to page 48:
  • Write today's date 
  • Title it French and Indian War
  • Cut out the headings= Cause and Effect
  • Cut out  Cause statements as 1 big column
  • Cut out all of the Effect statements into individual pieces 
  • Read all the statements and match the effect up with it's cause
  • Have an adult check it before you tape or glue it into your notebook
4. The First Americans script reading
Characters:
  1. Narrator 1
  2. Pilgrims
  3. Pilgrim 1
  4. Pilgrim 2
  5. Narrator 2
  6. Native American
  7. Narrator 3
  8. Frenchman
  9. Colonist
  10. King
  11. Colonist 1
  12. Colonist 2
  13. Patrick Henry
  14. Patriot
  15. Loyalist
  16. Paul Revere
5. What events are presented in the script? Sequence events

6. Research 1 of the events- who involved, when, where, what happened, why did it happen, how did it end?

Thursday 5/29 No 8th grade classes
Learning Goals= Explain and sequence causes of the American Revolution
7th grade:
1. Do Now= Take out your First Americans script

2. 7A- finish reading script

3. What events are presented in the script? Sequence events

4. Whole class discussion- 
  • Why did the author start the play with the Pilgrims (what is the author's point about why the colonies were created)?
  • How does the author depict the French and Indian War?
  • What are the reactions of the colonists to the new taxes and laws? Do you think all colonists reacted this way? How does this script show how the colonists population split? Overall, how do the colonists come across?
  • Why do you think the author ends with the Battle of Bunker Hill? Why does the author say "Many men were killed for the cause but the colonists became the first Americans"?
5. Footsteps to the Revolution research activity:  
  • Research 1 of the events- who involved, when, where, what happened or what was it, why did it happen, how did it end?
  • Write your notes on paper, in Pages, or Inspiration
  • Have your notes checked by Mrs. Flieger
  • Write a draft summary of your event in complete sentences.
  • Check your summary for clarity, details, and GUM
  • Write your final summary on the Footsteps paper (may print, but will have to play around to get it to fit on the paper)
  • Make sure you have the name of the event as the title on top of one of your footsteps
Resources:
Pages 98-116 red textbook
Pages 70-79 in Land of Liberty book
Pages 133-153 blue textbook
other books left out on table

Friday 5/30 No 8th grade classes
Learning Goals=Explain and sequence causes of the American Revolution
7th grade:
1. Footsteps to the Revolution research activity:  
  • Research 1 of the events- who involved, when, where, what happened or what was it, why did it happen, how did it end?
  • Write your notes on paper or in Inspiration
  • Have your notes checked by Mrs. Flieger
  • Write a draft summary of your event in complete sentences.
  • Check your summary for clarity, details, and GUM
  • Write your final summary on the Footsteps paper (may print, but will have to play around to get it to fit on the paper)
  • Make sure you have the name of the event as the title on top of one of your footsteps
Resources:
Pages 98-116 red textbook
Pages 70-79 in Land of Liberty book
Pages 133-153 blue textbook
other books left out on table

Monday 6/2
Learning Goals=Explain and sequence causes of the American Revolution
7th Grade:
1. Do Now= Pick up this week's Participation Sheet and set up the dates

2. Footsteps to the Revolution research activity:  
  • Research 1 of the events- who involved, when, where, what happened or what was it, why did it happen, how did it end?
  • Write your notes on paper or in Inspiration
  • Have your notes checked by Mrs. Flieger
  • Write a draft summary of your event in complete sentences.
  • Check your summary for clarity, details, and GUM
  • Write your final summary on the Footsteps paper (may print, but will have to play around to get it to fit on the paper)
  • Make sure you have the name of the event as the title on top of one of your footsteps
3. Practice your summary presentation

4. Fill out Participation Sheet and have an adult check it

5. HW= Make sure your summary is ready to present tomorrow!

8th Grade:
1. Do Now= Pick up this week's Participation Sheet and set up the dates

2. Read aloud- First Americans Script

3. What events are presented in the script? Sequence events

4. Whole class discussion- 
  • Why did the author start the play with the Pilgrims (what is the author's point about why the colonies were created)?
  • How does the author depict the French and Indian War?
  • What are the reactions of the colonists to the new taxes and laws? Do you think all colonists reacted this way? How does this script show how the colonists population split? Overall, how do the colonists come across?
  • Why do you think the author ends with the Battle of Bunker Hill? Why does the author say "Many men were killed for the cause but the colonists became the first Americans"?

Tuesday 6/3
Learning Goals=Explain and sequence causes of the American Revolution. 
7th Grade:
1. Do Now= Outstanding citizen nominations

2. Share summaries and turn in assessment sheets

3. Open your Interactive Notebook to page 49:
  • Write today's date at the top
  • Title it Causes of the American Revolution: Colonists View
  • Using what you have learned from the summary presentation, create a protest poster that shows a specific reason why so many colonists were getting angry with the British government.
  • Use a combination of phrases and images
  • Don't forget to add color!
4. Fill out your Participation Sheet and have an adult check it
8th Grade:
1. Do Now= Outstanding citizen nominations

2. Footsteps to the Revolution research activity:  
  • Research 1 of the events- who involved, when, where, what happened or what was it, why did it happen, how did it end?
  • Write your notes on paper, in Pages, or Inspiration
  • Double check your notes to make sure you have all of the required information
  • Check your notes for clarity, details, and GUM
  • Write your notes on the Footsteps paper (may print, but will have to play around to get it to fit on the paper)
  • Make sure you have the name of the event as the title on top of one of your footsteps
Resources:
Pages 98-116 red textbook
Pages 70-79 in Land of Liberty book
Pages 133-153 blue textbook
other books left out on table

3. Fill out Participation Sheet and have an adult check it

Wednesday 6/4
Learning Goals=Explain and sequence causes of the American Revolution. 
7th Grade:
1. Finish presentations

2. Open your Interactive Notebook to page 49:
  • Write today's date at the top
  • Title it Causes of the American Revolution: Colonists View
  • Using what you have learned from the summary presentation, create a protest poster that shows a specific reason why so many colonists were getting angry with the British government.
  • Use a combination of phrases and images
  • Don't forget to add color!
3. Declaration of Independence-

4. Fill out your Participation Sheet and have an adult check it
8th Grade:
1. 10 minutes to finish notes/footsteps. Don't forget bibliography!

2. Share summaries and turn in assessment sheets

3. Open your Interactive Notebook to page 49:
  • Write today's date at the top
  • Title it Causes of the American Revolution: Colonists View
  • Using what you have learned from the summary presentation, create a protest poster that shows a specific reason why so many colonists were getting angry with the British government.
  • Use a combination of phrases and images
  • Don't forget to add color!
4. Fill out your Participation Sheet and have an adult check it

Thursday 6/5
Learning Goals=Explain and sequence causes of the American Revolution. Explain what the Declaration of Independence said and why it is an important document.
7th Grade:
1. Do Now= Write down on paper or in your notes app what was the relationship like between the colonists and British government in 1776.

2. Pass out copies of the Declaration of Independence. 

3. Based on what you know the relationship was like between the colonists and British, what do you predict you will read in the Declaration of Independence?

4. While reading the entire text:
    - highlight information that seems important and annotate using the following symbols: 
   - check mark  next to  information that confirms what you thought
   - X next to information that is the contradicts what you thought
   - ? next to information you wanted clarified or have questions about
   - star next to new or interesting information
   - Please mark up your text and write down questions and comments as you go.

5. Class discussion- questions? thoughts while reading? 

6. With your table, look closely at the declaration and connect the grievances with your footstep events.

7. Fill out your Participation Sheet and have an adult check it
8th Grade:
1. Finish sharing summaries and make sure you have turned in your footstep paper!

2. Open your Interactive Notebook to page 49:
  • Write today's date at the top
  • Title it Causes of the American Revolution: Colonists View
  • Using what you have learned from the summary presentation, create a protest poster that shows a specific reason why so many colonists were getting angry with the British government.
  • Use a combination of phrases and images
  • Don't forget to add color!
3. Fill out your Participation Sheet and have an adult check it

Friday 6/6
Explain and sequence causes of the American Revolution. Explain what the Declaration of Independence said and why it is an important document.
7th Grade:
1. Do Now= Download into GoodReader Boston at the Start of the Revolution and answer the questions

2. Class discussion- what did you learn by completing this assignment? 

3. 2-4 minutes to finish:
    - highlight information that seems important and annotate using the following symbols: 
   - check mark  next to  information that confirms what you thought
   - X next to information that is the contradicts what you thought
   - ? next to information you wanted clarified or have questions about
   - star next to new or interesting information
   - Please mark up your text and write down questions and comments as you go.

5. Class discussion- questions? thoughts while reading? 

6. With your table, look closely at the declaration and connect the grievances with your footstep events. What are new issues that do not clearly connect with a footstep event? Are these all legitimate problems or whining?

7. Download and complete Fact or Opinion in Goodreader

8. Fill out your Participation Sheet and turn it in
8th Grade:
1. Finish sharing summaries and make sure you have turned in your footstep paper!

2. Open your Interactive Notebook to page 49:
  • Write today's date at the top
  • Title it Causes of the American Revolution: Colonists View
  • Using what you have learned from the summary presentation, create a protest poster that shows a specific reason why so many colonists were getting angry with the British government.
  • Use a combination of phrases and images
  • Don't forget to add color!
3. Based on what you know the relationship was like between the colonists and British, what do you predict you will read in the Declaration of Independence? Please write down your predictions on paper or in your Notes App

4. Video-read aloud of the Declaration of Independence

5. While reading the entire text:
    - highlight information that seems important and annotate using the following symbols: 
   - check mark  next to  information that confirms what you thought
   - X next to information that is the contradicts what you thought
   - ? next to information you wanted clarified or have questions about
   - star next to new or interesting information
   - Please mark up your text and write down questions and comments as you go.

6. Fill out your Participation Sheet and turn it in
Monday 6/9
Learning Goals= Explain what the Declaration of Independence said and why it is an important document. Describe what patriots and loyalists believed.
7th Grade:
1. Do Now= Take out your copy of the Declaration of Independence. 

2. Finish discussing Declaration 

3. What did signing the Declaration mean? 

4. Patriot vs loyalist. Read your document and highlight the words that show what the person's political view is. 

5. Join or Die image

8th Grade:
1. Do Now= Write down on paper or in your notes app what was the relationship like between the colonists and British government in 1776.

2. Pass out copies of the Declaration of Independence. 

3. Based on what you know the relationship was like between the colonists and British, what do you predict you will read in the Declaration of Independence?

4. While reading the entire text:
    - highlight information that seems important and annotate using the following symbols: 
   - check mark  next to  information that confirms what you thought
   - X next to information that is the contradicts what you thought
   - ? next to information you wanted clarified or have questions about
   - star next to new or interesting information
   - Please mark up your text and write down questions and comments as you go.

5. Class discussion- questions? thoughts while reading? 

6. With your table, look closely at the declaration and connect the grievances with your footstep events.

Tuesday 6/10
Learning Goals= Explain what the Declaration of Independence said and why it is an important document. Describe what patriots and loyalists believed.
7th Grade:
1. Do Now= Take out your copy of the Declaration of Independence. 

2. What did signing the Declaration mean? 

3. Patriot vs loyalist. Read your document and highlight the words that show what the person's political view is. 

4. Patriot and loyalist beliefs

5. Join or Die image-7a

6. Patriot or Loyalist Smartboard sort
8th Grade:
1. Do Now= Take out your copy of the Declaration of Independence. 

2. Finish reading the Declaration of Independence. While reading the entire text:
    - highlight information that seems important and annotate using the following symbols: 
   - check mark  next to  information that confirms what you thought
   - X next to information that is the contradicts what you thought
   - ? next to information you wanted clarified or have questions about
   - star next to new or interesting information
   - Please mark up your text and write down questions and comments as you go.

3. Class discussion- questions? thoughts while reading? 

4. With your table, look closely at the declaration and connect the grievances with your footstep events.

5. What did signing the Declaration mean? 

6. Join or Die image

7. Patriot vs loyalist. Read your document and highlight the words that show what the person's political view is. 

8. Patriot and loyalist beliefs
Wednesday 6/11
Hi Everyone! Be good and enjoy the movie! I will be collecting the answers to the questions!


2. Answer the questions on the American Revolution handout.

3. Watch the movie The Crossing- look at your timeline, the movie picks up with George Washington and the Continental Army after they have to retreat out of New York.  Keep working on your questions. This is an individual assignment!

Thursday 6/12

Friday 6/13




Wednesday 5/1
1. Do Now= Complete the following Google Form:
then do a Google search about the Vermont beverage tax- what can you find out about how it would affect costs or what would be taxed and why?
2. Pass back quizzes; quiz corrections due by Monday 5/6
3. Download, open, and complete in GoodReader After the French and Indian War notes
4. The Road to Revolution via Smartboard, what would you do?

Thursday 5/2

Friday 5/3
1. Do Now=
2. Simulation- every student has a role

Monday 5/6
Learning Goals=How did the colonists react to the new taxes and laws? Why did some colonists dislike these news laws? Why were some colonists ok with these new laws?
1. Do Now= Outstanding Citizen Nominations via Google Forms:

2. Primary sources connected with the Stamp Act of 1765. What are the different perspectives presented?
    What is the source? When was it written? Who is the author's intended audience? What is the author's purpose? What's going on when this was written? What are people thinking and doing?

3. Group work reading other primary source documents connected with the Stamp Act:
  • Read the document;
  • Highlight or annotate the document who wrote the document, when was it written? Who do you think is the author's intended audience? Based on this information, what do you think is the author's purpose for writing this piece?
  • Highlight or annotate the document- Look for signal words that point out what the author thinks of the Stamp Act? What evidence does the author use to back up his/her opinion? Does the author recommend the colonists to do anything in response to the Stamp Act? What?
4. Each group shares the perspective shared in the document they read. Do the documents all tell the same story? How are they the same and different? Which document is more believable? Why?

Tuesday 5/7
Learning Goals=How did the colonists react to the new taxes and laws? Why did some colonists dislike these news laws? Why were some colonists ok with these new laws?
1. Continue group work reading other primary source documents connected with the Stamp Act:
  • Read the document;
  • Highlight or annotate the document who wrote the document, when was it written? Who do you think is the author's intended audience? Based on this information, what do you think is the author's purpose for writing this piece?
  • Highlight or annotate the document- Look for signal words that point out what the author thinks of the Stamp Act? What evidence does the author use to back up his/her opinion? Does the author recommend the colonists to do anything in response to the Stamp Act? What?
2. Each group shares the perspective shared in the document they read. Do the documents all tell the same story? How are they the same and different? Which document is more believable? Why?

3. Journal Project directions

4. Journal 1 draft due by Thursday 6/9

Wednesday 5/8
Learning Goals=How did the colonists react to the new taxes and laws? Why did some colonists dislike these news laws? Why were some colonists ok with these new laws?
1. Share and discuss documents. What view is shared in your document? What action is called for and why?
2.

Thursday 5/9
Learning Goals=How did the colonists react to the new taxes and laws? Why did some colonists dislike these news laws? Why were some colonists ok with these new laws?
1. Do Now-Colonist vs Parliament perspective According to the documents you read and have been shared with the class, do the colonists thinks Parliament is being fair passing the Stamp Act? Why or why not? Does Parliament think the colonists are being fair by complaining or refusing to pay the Stamp Act? Why? Please write down your answers to these questions.

2. Show me your draft of journal entry 1. 

3. Finish sharing and discussing documents. Where is the information coming from? What view is shared in your document? What action is called for and why?

4. Out of the 4 sources (Boston Newspaper, PA Newspaper, Ben Franklin Testimony, George Grenville Statement) which one do you think is more trustworthy, reliable, and/or believable? Why?

5. Did all members of Parliament think the colonists should be taxed? Document- Colonel Issac Barre's speech in the House of Commons (this is from the same document as the George Grenville excerpt)

6. HW= Write draft of Journal entry 2. Look at your directions sheet for the project for more specific directions.    

Friday 5/10
Learning Goals=How did the colonists think of the new taxes and laws? What were the colonists arguments against the new taxes? What were Parliament's reason for passing the new taxes?
1. Do Now=take out Col. Issac Barre document
2. Finish reading Col. Issac Barre's speech to Parliament. What is his view of the Stamp Act? 
3.Out of the 4 sources (Boston Newspaper, PA Newspaper, Ben Franklin Testimony, George Grenville Statement, Issac Barre Statement) which one do you think is more trustworthy, reliable, and/or believable? Why?
4. Use the above information to help you write journal #2, please finish this for hw if not finished in class.

Monday 5/13
Learning Goals=
Work on journals 2-4, journal 2 due today, 3-4 due Friday

Tuesday 5/14
Learning Goals= Was the Boston Massacre really a massacre? Why did the Boston Tea Party take place? What was England's response to the Boston Tea Party?
1. Do Now=Complete Events Leading to the Revolution (paper copy)
2. Look at page 101 Boston Massacre, what does the image show? How does the image compare with what you read about the Boston Massacre?
3. Boston Tea Party and Intolerable Acts notes
4. HW= Journals 3-4 drafts due Friday

Wednesday 5/15 No Class Science NECAPS

Thursday 5/16
1. Do Now=Download and complete in GoodReader The Road to Revolution Fact or Opinion
2. Finish Boston Tea Party notes
3. The Road to Revolution-Smartboard
4. HW= Journals 3-4 drafts due tomorrow

Friday 5/17
1. Do Now= Download and complete in GoodReader Boston at the Start of the Revolution
2. The Road to Revolution- Smartboard

Monday 5/20
1. Do Now=Download and complete in GoodReader Ch 3 Section 5
2. Read pages 112-6 and download and complete The Revolution Begins 2 Column Notes in GoodReader
3. HW= Journals 5-8 due Thursday 5/23

Tuesday 5/21
1. Finish reading pages 112-116 and complete The Revolution Begins 2 Column Notes in GoodReader 
2. Patriot or loyalist sort
3. Work on Journals 5-8 due Thursday 5/23
4. Study for quiz Friday events leading to Revolution

Wednesday 5/22
1. Do Now= Open lyrics to Taylor Swift's We Are Never Ever Getting Back Together, What reasons has Taylor Swift provided for breaking up with her boyfriend?
2. Declaration of Independence- dramatic reading. While listening/watching to the video follow along on pages 122-123 in your textbook.
compare to Taylor Swift's lyrics, What reasons have the colonies provided for breaking up with England?
3. Read page 119-120 in textbook if necessary
4. HW= Journals 5-8 due Thursday 5/23
5. Study for quiz Friday events leading to Revolution

Thursday 5/23
1. Patriot or loyalist sort. Cut out all of the statements and sort them under Patriot or Loyalist. Have them checked before you glue/tape.
2. Declaration of Independence vs Taylor Swift's We Are Never Ever Getting Back Together:
    What reasons has Taylor Swift provided for breaking up with her boyfriend?
    What reasons do the colonies provide for breaking up with England? (follow along pages 122-123 
    during video of dramatic reading of the Declaration)
3. Open notes quiz tomorrow- events leading to Revolution

Friday 5/24
1. Quiz events leading to Revolution
2. Work on draft of journal 8

Tuesday 5/28
1. Download and read in GoodReader Declaration of Independence in Today's Language, compare to Patriot or Loyalist Sort
2. Show Mrs. Flieger journal 8
3. Download and read in GoodReader American Revolution Battles 1776-1783
3. Read pages 126-134 
4. Journal entry 9 and 10 due Monday 6/3

Wednesday 5/29
1. Do Now- Show Mrs. Flieger any missing journal entries, 8b, I especially need to see 5-8
2. Read pages 126-134 
3. Journal entry 9 and 10 due Monday 6/3 by the end of class

Wednesday 6/5
1. Outstanding citizen nominations for the year via Google Forms:
    8A
    8B
2. Make sure you email Mrs. Flieger journals 9 and 12 for your completion grades
3. Journal project self checklist
4. Edit and revise entries
5. Print entries and assemble in chronological order
6. Create front and back covers
7. Fill out rubric
------------------------------------------------------------------------------------------------------------------------------
Monday 4/16
1. Do Now= Clean out binders. Keep the following items:
    -Class letter
    -Participation Rubric
    -Life In the English Colonies Government and Economy
    -French and Indian War questions
    -England and the Colonies After the French and Indian War notes
    -Patrick Henry Protests the Stamp Act
 
2. Discussion-what were the easiest and hardest parts of Friday's simulation
3. Road to Revolution - 8A has 2 choices to listen to and decide, 8b has 1 (discuss your choice with a partner, then share with class, we will use majority rules for class decision)
4. HW= read pages 98-100 and complete Conflict in the Colonies handout

Tuesday 4/17
1. Do Now= Complete Events Leading to the Revolution ws
2. Review Conflict in the Colonies hw
3. Boston Massacre- read page 101, summarize what happened; what is propaganda-look at Newspaper article excerpt at top page 101-did the author support or oppose the British government's actions, what signal words show the author's point of view?
4. Journal Project Directions
5. HW= Work on journal entries

Wednesday 4/18
1. Do Now= Complete Fact or Opinion ws
2. Boston Massacre excerpt from We Were There, Too (secondary source). Fact vs opinion. Compare information shared to what we learned from our textbook yesterday. How does information learned compare to Paul Revere's engraving?
3. HW= Brainstorm character for journal 1

Thursday 4/19
1. Do Now= Complete the Road to Revolution: Fact or Opinion ws
2. 8b finish reading Boston Massacre source and discuss  
3. Work on journal project. Journal 1 draft by end of period. Please use Google Docs so you can share the writing with your partner and with me!

Friday 4/20 No School. Have a great vacation!

Monday 4/30
1. Pass out Participation grades from 4/19
2. Boston Tea Party and The Intolerable Acts Notes
3. Work on draft of journal entry 1- due tomorrow

Tuesday 5/1
1. Do Now=complete matching handout
2. Finish Boston Tea Party and The Intolerable Acts Notes
3. The Road to Revolution-smartboard activity/decisions
4. Work on drafts of journal entries 2-4 due Friday 5/4

Wednesday 5/2
1. The Road to Revolution-smartboard activity/decisions
2. Work on drafts of journal entries 2-4 due Friday 5/4

Thursday 5/3
1. Do Now= complete English colonies handout
2. Model Magnet summary and First Continental Congress pages 112-113
3. Work on drafts of journal entries 2-4 due Friday 5/4
4. Study for quiz on Monday 5/7 events leading to the American Revolution (new laws and Acts up through Intolerable Acts)

Friday 5/4
1. Do Now= Complete Early Battles Around Boston handout
2. Lexington and Concord Powerpoint
3. Primary source comparison- which of these accounts of the events at Lexington is the most credible and why?
4. Study for quiz on Monday 5/7 events leading to the American Revolution (new laws and Acts up through Intolerable Acts)

Monday 5/7
1. American Revolution Quiz
2. Primary source comparison- which of these accounts of the events at Lexington is the most credible and why? Read the 6 different sources and complete the green handout for each source= small group work
3. Complete Credibility of Witness Form, make sure you back up the reasons for your ranking with specific details and/or examples= individually
4. HW= Drafts of journal entries 5-7 due Friday 5/11

Tuesday 5/8
1. Finish reading sources and completing green sheet = small group work
2. Complete Credibility of Witness Form, make sure you back up the reasons for your ranking with specific details and/or examples = individually
3. Class discussion
4. Second Continental Congress magnet summary page 114
3. HW= Drafts of journal entries 5-7 due Friday 5/11

Wednesday 5/9
1. Do Now- Which of the sources do you think was the most reliable? Discuss Credibility of Witness Form
2. Second Continental Congress magnet summary page 114
3. Early Battles- read pages 115-116 and create magnet summaries about Battle of Bunker Hill and Battle at Dorchester Heights
4. Share magnet summaries and discuss. Finish Magnet summaries for homework.
5. HW= Drafts of journal entries 5-7 due Friday 5/11 (by end of the period)

Thursday 5/10
1. Do Now= Read and explain Ben Franklin's quote
2. Review Battle of Bunker Hill and Battle at Dorchester Heights magnet summaries
3. Work on journals
4. HW= Drafts of journal entries 5-7 due Friday 5/11(by the end of the period)

Friday 5/11
1. Journal Entries 5-7 due by end of period today.
2. If entries 5-7 are completed, make sure you have shared them with Mrs. Flieger. Make sure you have included a proper heading on the document and the title of the document should be:
    8A Student Names entries 5-7 or 8B Student Names entries 5-7
3. Reread entries 1-4,
  • Do they flow well with entries 5-7? Does the progression make sense?
  • Double check the dates you are using, do the match up with the historical events?
  • Do you need to add in any details or clarify the character's reasoning?
  • Have you corrected spelling, capitalization, punctuation, and grammar mistakes?
  • Have a peer read and edit the entries.
Monday 5/14
1. Do Now= Read DOI FAQ handout. What are at least 3 new facts you learned?
2. Look at the Declaration of Independence on pages 122-125, how is it organized? What are the colonists saying?
3. Declaration of Independence In Today's Language, what were the colonists saying?
4. Reading- Common Sense Changes Minds- What is the reasoning for the colonies staying part of the English Empire? What is the reasoning for the colonies separating from the English Empire?
5. HW-finish Common Sense reading and questions above if not finished in class. Journal entries 8-12 due Friday 5/18

Tuesday 5/15
1. Do Now-Look at the information presented in the Britain and Colonies on the Eve of the Revolution handout and write down what advantages and disadvantages the British have going into the war and write down what advantages and disadvantages the colonists have going into the war.
2. Review Common Sense hw- how did John's opinion of the rebels change from December 1775 to March 1776? What events were alluded to in this story (what historical facts did you pick up on)?
3. Patriot or Loyalist sort- cut out all of the statements and decide if they are a loyalist or patriot statement. Before you glue or tape them, have Mrs. Clark or Mrs. Flieger check them!

Wednesday 5/16
1. Review American Revolution Timeline
2. Watch The Crossing. Think about the following as you're watching:
    What condition is the Continental Army in?
    What keeps the soldiers of the Continental Army motivated and/or resilient?
    What is George Washington like as a leader?
    What type of military strategies are being used?
    What is the result of the Battle of Trenton? How is the Battle of Trenton a different strategy than the Continental Army has used before?

Thursday 5/17
1. 8b American Revolution Timeline
2. Resources to help you with journal entries 8-10 (due tomorrow):
    -pages 126-134 in textbook
    -Battles, dates, summaries
    -Links to many battles and other American Revolution resources
    -Major Events of American Revolution
    -American Revolution Video Summaries
3. Watch the Crossing. Think about the following as you're watching:
    What condition is the Continental Army in?
    What keeps the soldiers of the Continental Army motivated and/or resilient?
    What is George Washington like as a leader?
    What type of military strategies are being used?
    What is the result of the Battle of Trenton? How is the Battle of Trenton a different strategy than the Continental Army has used before?

Friday 5/18
1. Finish watching The Crossing:
    What condition is the Continental Army in?
    What keeps the soldiers of the Continental Army motivated and/or resilient?
    What is George Washington like as a leader?
    What type of military strategies are being used?
    What is the result of the Battle of Trenton? How is the Battle of Trenton a different strategy than the Continental Army has used before?

2. Work on journal entries 8-10 due at end of period
 
Monday 5/21
1. Do Now= Read and complete handout with saying by General John Stark
2. Review American Revolution Timeline
3. Battle of Saratoga- class read aloud
    -What was the British strategy at Saratoga? Did it work? Why or why not?
    - How did the Battle of Saratoga affect the French?
    -What role did Benedict Arnold play in the Battle of Saratoga?
    -Other facts and/or questions?
 
Tuesday 5/22
1. Do Now=Read the quotes, are these patriot or loyalist statements? Explain how you know. Please write this in complete sentences and turn it in, you will earn credit for this do now.
2. Read pages 135-139 in textbook
3. Complete questions about the reading in complete sentences. Please finish this for homework, if it is not finished in class.
 
Wednesday 5/23
1. Do Now= complete 4 events chronology
2. Battle of Yorktown and The Treaty of Paris 1783 notes
3.Work on entries 11 and 12 due by Friday 5/25, Final Journal Project due Wednesday 5/30
 
Thursday 5/24
1. Review Journal Project Rubric and Group Work Rubric
2. How do I print from Google Docs?
3. Work on entries 11 and 12 and share with Mrs. Flieger
4. Edit and Revise entries 1-10, remember if you want more specific feedback to meet with Mrs. Flieger, Final Journal Project due Wednesday 5/30
 
Friday 5/25
1. Work on entries 11 and 12 and share with Mrs. Flieger
2. Edit and Revise entries 1-10, remember if you want more specific feedback to meet with Mrs. Flieger, Final Journal Project due Wednesday 5/30

2. Open notes/book quiz, please take this seriously and do your best, it's your final grade for the year!















 


   


Tuesday 4/12
1. Collect journal entry 1
2. Read pages 98-100 in textbook and answer the following questions in complete sentences. This is an individual assignment- no talking. Please ask an adult if you have questions!
  • Why did Great Britain pass the Sugar Act?
  • What are some other restrictions that British officials passed in order to increase control over the colonies (this info is in the same section as question 1)
  • What did colonists think of the new tax and other restrictions?
  • What did James Otis argue about the new tax and other restrictions?
  • What slogan was made up to summarize the ideas of James Otis and Samuel Adams?
  • What actions did colonists take to protest the new tax and other restrictions (you should have 2)?
  • What items were taxed under the Stamp Act?
  • What happened to the Stamp Act? Why do you think that happened?
  • What did the Declaratory Act say?
  • What did the Townshend Acts tax?
  • What happened in Boston after the ship named Liberty was seized?
3. Check out this site: http://www.history.org/almanack/tourTheTown/index.cfm click on Launch Tour the Town. Click on the different buildings and see what you can find out about colonial Williamsburg. This is another living history museum in Virgina.








Thursday 4/28
1.  Collect journal #3, collect any test corrections/late work
2. 8b read Tea Party primary source and discuss
2.  Rotate through 6 stations:
  1. Sort the ideas under the appropriate Patriot or Loyalist heading =Smartboard 

     2. Song lyrics- do you think this lyrics provide a Patriot or Loyalist view- explain how you know
        Pick at least 1 of the following:
            
        American Taxation http://library.thinkquest.org/TQ0312848/music.htm


        God Save the King Lyrics:

            God save great George our King, 
Long live our noble King, 
God Save the King! 
Send him victorious, 
Happy and glorious, 
Long to reign over us, 
God save the King.

O Lord, our God, arise, 
Scatter his enemies, 
And make them fall, 
Confound their politics, 
Frustrate their knavish tricks! 
On him our hearts are fix't, 
O save us all.

O grant him long to see 
Friendship and unity, 
Always increase: 
May he his septre sway, 
All loyal souls obey, 
Join heart and voice, huzzah! 
God save the King!

           Free America http://library.thinkquest.org/TQ0312848/music.htm

     3.  Images of the Tea Party- How do these images compare to the primary source reading about the Tea Party from yesterday? Number the pictures and tell if           
          they are providing a Patriot or Loyalist view- explain how you know
           http://www.boston-tea-party.org/pictures/picture1.html Scroll down and make sure you look at all of the different images in the picture gallery

    4.  Engraving of the Boston Massacre- How does this image compare to the secondary source reading about the Boston Massacre from Tuesday? Do you think 
         this image is providing a Patriot or Loyalist view- explain how you know
       
         http://www.bostonmassacre.net/gravure.htm Click on the images to see them larger

    5.  Siege entries- Do you think these diary entries are providing a Patriot or Loyalist view- explain how you know

    6.  William Franklin excerpt- Do you think this excerpt is providing a Patriot or Loyalist view- explain how you know

* Make sure you complete the appropriate part of the handout for each station!




Classwork 5/12
1.  Review Second Continental Congress decisions

2.  Collect Journal 4

3.  Patriot/Loyalist Word Sort

4.  Declaration of Independence movie, if there is time

Classwork 5/13
1.  Do now= Britain and the Colonies on the Eve of the Revolution.  What advantages and disadvantages do both sides have going into this war?

2.  Declaration of Independence video- what complaints to the colonists have about the king?

3.  Key Battles of the Revolution- small group work.
    Battle of Long Island
    Battle of Trenton
    Battle of Princeton
    Battle of Brandywine Creek and Germantown
    Battle of Saratoga
    Battle of Savannah
    Battle of Vincennes
    Battle of Charleston

Directions: 
Create several slides about your 1 battle to include in your section's Google presentation. 

Steps:
    a.  Research:
    When did the battle take place;
    Where did it take place;
    What happened;
    Who was involved;
    What were the results;
    Why was this battle important (for example how did it help or hurt the Patriot movement)

    b.  Organize your information and add it to the presentation.  You may add more slides as needed, but do not type in or delete anyone else's slides

    c.  Add pictures or other symbols to your slides to enhance the information shared

    d.  Double check your spelling, capitalization, punctuation and make revisions as needed

    e.  Make sure you have included all of the required information.

This will count as a quiz grade.

Classwork 5/14
1.  Review Declaration of Independence

2.  Key Battles of the Revolution-small group work-directions and assessment

Look at the directions provided under classwork 5/13

Classwork 5/17
1.  Pass put directions for Journal Entries 5-8, review due dates

2.  Finish battle slides

Classwork 5/18

Classwork 5/19
1. Collect journal 6

2.  Work on missing assignments and watch The Patriot

Classwork 5/20

1.  Map of American Revolution Battles

2.  Battle of Yorktown notes and map

3.  More of the Patriot if there is time

3.  HW= Journal 7 Battle of Yorktown- Describe the American strategy and how they were able to win this battle.  What does the Americans winning this battle mean?  What does your character think of the future of the United States?
 
Classwork 5/21
1.  Collect journal 7

2.  http://www.historyplace.com/unitedstates/revolution/revwar-77.htm Scroll through the timeline of 1777-1783 on this site and answer the following questions:
  •  Oct. 17, 1777-how do the French react to the American win at Saratoga?
  • Nov. 15, 1777-what are the Articles of Confederation?
  • Feb. 6, 1778- how does the American Revolution become a world war?
  • What happens on March 16, 1778?
  • June 16,1779- why do you think "Spain declares war on England but does not make an alliance with the American revolutionary forces?"
  • Why does the situation look bleak for George Washington on May 25, 1780?
  • How do things start to change in the United States from Jan 1, 1782 on?
  • Nov. 30,1782- what does the first draft of the peace treaty state?
  • What is something that you read on this timeline that surprised you?
  • What is something that you learned from this timeline?  
3.  If you finish the questions above, check out this site http://www.redcoat.me.uk/page4.htm . It provides a totally different perspective on the movie The Patriot.
Also check out these biographies of Francis Marion and Gen. Tarleton http://americanrevwar.homestead.com/files/marion.htm
 
4.  Watch more of The Patriot
 
5.  Remember journal 8 is due Tuesday 5/25:
        Treaty of Paris 1783- What does the treaty state?  What are your character's opinions on what the war "cost?"  Has it all been worth it?  Why or why not?  What does your character plan on doing now that the war is over?
 
6.  The final journal project is due Tuesday 6/1

Classwork 5/24
1.  Group work- peace negotiations between England and United States.  What does your group think the demands of England or the US are in order to stop fighting?

2.  Class discussion-what did the 2 groups agree to and what were the unresolved issues?  What was easy and difficult about this task.

3.  Treaty of Paris 1783- What did it state?

4.  Journal 8-What does the Treaty of Paris 1783 say?  What are your character's opinions on what the war has "cost?" Has it all been worth it?  What does your character plan on doing now that the war is over.

5.  The final journal project is due Tuesday 6/1

Classwork 5/25

1.  Outstanding citizen nominations:

8b http://spreadsheets.google.com/a/efms.enosburgk12.net/viewform?hl=en&formkey=dDA5Q1dOd3pNb0ZuTUlaSHlYbE9tSmc6MQ

8a http://spreadsheets.google.com/a/efms.enosburgk12.net/viewform?hl=en&formkey=dGg0QklKUl9nbVMzcGtYQkpkSC12Y2c6MQ

2.  Finish class discussion from yesterday

3.  Complete journal 8 and any other journals that may be late or missing.

4.  Final journal project is due Tuesday 6/1
Ċ
Kerry Flieger,
May 1, 2013, 9:06 AM
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Kerry Flieger,
May 28, 2013, 8:42 AM
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Kerry Flieger,
Jun 6, 2014, 6:05 AM
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Kerry Flieger,
May 20, 2013, 6:10 AM
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Kerry Flieger,
May 28, 2013, 8:42 AM
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Kerry Flieger,
Jun 6, 2014, 6:05 AM
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Kerry Flieger,
May 7, 2013, 6:08 AM
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Kerry Flieger,
May 20, 2013, 6:23 AM
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Kerry Flieger,
May 16, 2013, 6:03 AM
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