S+Dallaire,+Seth

**Office:** 301S - Main Building **Office Phone:** 778-xxxx **Office Hours:** T&Th 12-3 ** E-mail: ** seth.dallaire@maine.edu
 * Teacher:** Mr. Dallaire

=Summary of Unit= In this unit we will examine the Revolutionary Era in the colonial United States. We will cover many of the major events that took place during this era including the war, French Alliance and surrender of Britain. We will use primary and secondary sources in an effort to get a better understanding of the era and war. Throughout the unit we will discuss the American Revolution in depth and how it inspired similar revolutions, much like the ones we see in the Middle East today. The class will cumulate with group projects, an individual essay, unit test and the opportunity to give your own point of view on this era.

=Establish Goals= Maine Learning Results: Social Studies - E History E1 - Historical knowledge, concepts, themes and patterns. Grade 9-Diploma - Revolutionary Era 1754 - 1783 Students understand major eras, major enduring themes and historic influences in the United States and World History including the roots of democratic philosophy, ideals and institutions in the world.

=Students will understand that= • Each event during the Revolutionary Era had its own significant importance. • Much of what happened during the Revolutionary Era and War still effects us today. • That the war came to a point where Britian no longer saw a purpose to continue fighting. =Essential Questions= • How each individual event lead to the Revolutionary War. • How each event played a significant role in the Revolutionary Era and War • Why many remained loyal to Britain. =Students will know= • Important events and people: The Declaration of Independence Stamp Act, Quartering Act, Boston Massacre, Boston Tea Party, First Continental Congress, Paul Revere, The Battle of Lexington and Concord, Second Continental Congress, George Washington, Battle of Bunker (Breed's) Hill, Thomas Pane, Benedict Arnold, General Cornwallis, Valley Forge, Marquis de Lafayette, The French Alliance Battle of Brandywine, Battle of Germantown, Battle of Yorktown, Paoli Massacre, Articles of Confederation, Treaty of Paris, US Constitution. • Key factual information: The colonists lead a revolution against one of the most powerful armies in the world, won their freedom and inspired similar revolutions around the world. • Sequence of events: Stamp Act, Quartering Act, Boston Massacre, Boston Tea Act, Boston Tea Party, First Continental Congress meets, Paul Revere's midnight ride, The Battle of Lexington and Concord, Second Continental Congress meets, George Washington named Commander in Chief, Battle of Bunker Hill, Thomas Pane published //Common Sense//, Marquis de Lafayette creates and alliance between the colonies and France, Battle of Brandywine, Paoli Massacre, Battle of Germantown, Washington and his troops spend the winter at Valley Forge, British capture Charleston, SC, Articles of Confederation adopted, the colonists and French surround Lord Cornwallis at Yorktown - Britain surrenders.

=Students will be able to= • Describe major events during the Revolutionary Era. • Evaluate the impact of major events during the Revolutionary Era. • Produce their own opinion on the Revolutionary Era. • Analyze the key roles each Revolutionist had. • Consider why some remained loyal to Britain/the King. • Realize the impact that each Revolutionist had in the era/war.

**Performance Task Overview** You are a radio DJ at WBOS, a popular radio station out of Boston, Massachusetts. During your show you often like to cover topics from the old and battered text book you keep at your studio. This particular morning you find an article about the Revolutionary Era, you and your partner must discuss this event in any way you deem fit. Some suggestions: you may debate with your partner, calmly disscuss the event or you can quiz each other. Your discussion must include key and factual information about your topic that we covered in class. **Remember** to have fun while doing this project!

=Expectations= __**Absent & tardiness policy:**__ Students who have an excused absence from class will not lose class participation points and will be allowed to make up the work they missed. Students must collaborate with teacher and establish a date when they can return the work. Students who cut class will recieve a **zero** for the day and will not be allowed to make up the missed work. If you are late for class you **must** have a pass, if not, you will recieve a tardy. If tardies become frequent teacher and student will meet and discuss the matter. **NOTE** //It is not the responsibility of the teacher to remind you about absent work.// __**Assignment Expectations:**__ Assignments are to be turned in on time, all the time. Late work will have points taken on in accordance to which assignment it is. Late worksheets and graphic organizers will recieve half credit, late essays lose a letter grade for every day they are late and will **not** be accepted after four days. Anyone caught cheating will recieve a zero on the assignment. All typed assignments must be in size twelve font Times New Roman. All sources must be sited using Turabian citing (see school handbook).

__**Classroom Expectations:**__ Students are expected to pay attention and participate in class at all times. During teacher lecture laptops will be closed unless instructed otherwise. The classroom should create a welcoming enviornment where no student feels left out. Put-downs, bullying and other forms of physical and verbal abuse are not allowed in the classroom or on school grounds. Anyone who is caught doing so will recieve a zero for the day and be asked to leave the room for the remainder of class.

__**Plagiarism:**__ School policy states that any student caught in the act of Plagiarism will recieve a zero on the assignment: I abide by these rules. **Plagiarism is cheating** and will not be tolerated in the classroom. Please remember that failing to cite a source will be counted as plagairism.

//*** Many policies are based upon ones found in a college classroom. As Juniors and AP students I feel you should have no trouble abiding by these expectations.** *//

=Benchmarks (1200 points)= __**Comic Life:**__ Students create a Comic Life to describe individual events during the Revolutionary Era and War. Your Comic Life will cover an event that lead to the Revolutionary War. You will include descriptions of what the events were, and how they sparked the war to begin. **(50)** __**Prezi:**__ Students will individually create a "Prezi-ntation" on the topcis covered in the teacher lecture and Venn diagram comparing the French and colonist militarys during the Revolutionary Era. Students will also have to explain the importance of The French Alliance and how it helped the colonists win the Revolutionary War. **(50)** __**iMovie:**__ Students have a roundtable discussion similar to //Real Time with Bill Maher// in order to better understand the point-of-view of the colonists and British before, during and after the war. This will allow students to see both sides of the argument (Colonist and Loyalist) and give them the opportunity to create their //own// opinion about the Revolutionary Era and War. **(50)** __**Podcast:**__ Students will create a Podcast about The Declaration of Independence. In the podcast students will cover the main points of the Declaration and explain their importance. Students will need to include who wrote the document, when & where it was written, The Preamble and other specific text from the document. **(50)** __**Capzles:**__ - Students will follow create a project based on a specific event during the Revolutionary Era/War. This will allow the students to develope a better understanding of their topic as well as their classmate's topics. **(50)** __**Class participation:**__ See classroom expectations (above). **(150)** __**Essay:**__ You will be assigned an essay at the end of the unit. **(250)** __**Unit Test:**__ There will be a unit test towards the end of the unit. **(250)** __**Final Unit Project:**__ See performance task overview. **(250)**
 * __Glogster__:** Students will create a poster depicting the surrender of General Corwallis at Yorktown. They will include key terms from The Treaty of Paris and any other terms from the unit they feel fit into the project. **(50)**

=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).