Declaring the American Revolution

Slide 1: Student Page [Teacher Page] A WebQuest for 10th Grade AP American History Title Introduction Designed by Task Mr. Daniel Hernandez Process dandaram@simla.colostate.edu Evaluation Conclusion Photo courtesy of wallyq--flickr.com Resource Links

Slide 2: Student Page [Teacher Page] Just days ago, on April 19, 1775, the Revolutionary War was launched at Lexington, Title Massachusetts. The Colonial militias and the British soldiers are disputing over who fired the “shot heard ‘round the world,” or the first shot in the battle that started the Introduction Revolution. Both sides blame the other for the shot and for the outbreak of violence. Task Now that blood has been spilled war seems unavoidable. Process You and your partner are on opposite sides in the conflict: one is the Continental Congress, the other the British Parliament. Each of you is to build a case against the Evaluation other and produce a declaration of war. Your declaration should include a list of grievances that both sides have against the other, should discuss the mindsets of Conclusion your side (such as what you think about the other), and should attempt to rebuttal the other’s grievances. Hint: It may be to your benefit to use as much detail of events as possible, including (but not limited to) names of key historical figures and their roles, the names of important colonial and imperial legislation, and statistics. Resource Links Photo courtesy of speric—flickr.com

Slide 3: Student Page [Teacher Page] The declaration of war each of you produces will clearly state why you oppose Title the other side and should detail what your strategies in the war and projected Introduction costs will be (remember, when declaring wars most often estimated costs tend to be underestimated, as they are estimated before the main fighting actually takes Task place). Your understanding of both sides’ perspectives and a timeline of events that led to the conflict should improve by the time you complete your Process declarations. Evaluation Conclusion Photo courtesy of jlander82—flickr.com Resource Links

Slide 4: Student Page [Teacher Page] 1) First you will be assigned a partner. Title 2) You will then agree on who will write a declaration of war from the Continental Congress and who will write one from the British Empire. Introduction 3) You will both use links to research websites providing you with the information Task you will use to write up your declarations. You are not required to use all of the links but the links do contain enough information for you to satisfactorily Process complete this assignment. It may be necessary and even encouraged that you seek credible outside information. If you decide to use other sources, they will Evaluation have to be approved beforehand. Any class textbooks can be used as sources but must be cited at the end. Conclusion 4) You will write your declarations of war. Each one will have to be a minimum of 2 pages in length (graphs and diagrams will not count toward these pages) and a maximum of 5 pages. You must both include a list of references used during the report—remember, I made the links to the websites, so if you include information not found in them I will know it if you do not reference them. 5) Finally, both you and your partner will read each other’s declarations and edit them if necessary, as you will be responsible for your partner’s work as well as your own. Together, you will write a report (one page maximum) on whether you agree with either side or whether you think they were completely out of line. Try to incorporate evidence you used in the declarations. 6) The final product is due on June 2. Resource Links

Slide 5: Student Page The following rubric will be used to assess your work. Late work will be accepted [Teacher Page] but with a 5% deduction on your overall grade for each day it is late. Beginning Developing Accomplished Exemplary Score Title 1 2 3 4 Stated Description of Description of Description of Description of Introduction objective or identifiable identifiable identifiable identifiable Performance performance performance performance performance characteristics reflecting characteristics reflecting characteristics reflecting characteristics Task a beginning level of development and mastery of reflecting the highest performance. movement toward performance. level of performance. Process mastery of performance. Stated Description of Description of Description of Description of Evaluation objective or identifiable identifiable identifiable identifiable Performance performance performance performance performance Conclusion characteristics reflecting a beginning level of characteristics reflecting develpment and characteristics reflecting mastery of characteristics reflecting the highest performance. movement toward performance. level of performance. mastery of performance. Stated Description of Description of Description of Description of objective or identifiable identifiable identifiable identifiable Performance performance performance performance performance characteristics reflecting characteristics reflecting characteristics reflecting characteristics a beginning level of development and mastery of reflecting the highest performance. movement toward performance. level of performance. mastery of performance. Stated Description of Description of Description of Description of objective or identifiable identifiable identifiable identifiable Performance performance performance performance performance characteristics reflecting characteristics reflecting characteristics reflecting characteristics a beginning level of development and mastery of reflecting the highest performance. movement toward performance. level of performance. mastery of performance. Stated Description of Description of Description of Description of objective or identifiable identifiable identifiable identifiable Performance performance performance performance performance characteristics reflecting characteristics reflecting characteristics reflecting characteristics a beginning level of development and mastery of reflecting the highest performance. movement toward performance. level of performance. mastery of Resource Links performance.

Slide 6: Student Page [Teacher Page] By the end of the assignment you will have increased your understanding of events Title leading to the American Revolutionary War and will better comprehend the motives behind both sides. You should also be able to understand why, after achieving Introduction independence, the United States and the British Empire will have continued Task animosity toward each other for decades to come. Process Evaluation Conclusion Photo courtesy of BluAlien—flickr.com Resource Links

Slide 7: Student Page [Teacher Page] Title Seven Years War/French and Indian War Battle of Lexington Introduction American Revolutionary War overview Task American Revolution (causes)  Process Locke—focus on Two Treatises of Government section  Divine Right of Kings Evaluation Navigation Acts Conclusion Mercantilism Proclamation of 1763 Proclamation of 1763 #2 Sugar Act Quartering Act Currency Act Stamp Act Townshend Act of 1767 Townshend Act of 1767 #2 Tea Act of 1773 Tea Act of 1773 #2 Intolerable Acts more links… Links for Materials

Slide 8: Student Page [Teacher Page] Title Boston Tea Party Introduction Boston Massacre Task Boston Massacre #2 Massachusetts Government Act Process Stamp Act Congress Evaluation Stamp Act Congress #2 Conclusion Gaspee Affair Gaspee Affair #2 Continental Congress Continental Congress #2 Primary Sources (can find actual documents including many of the Acts listed above, Continental Congress documents, etc.) …previous links Links for Materials

Slide 9: GOOD LUCK!!!

Slide 10: [Student Page] Teacher Page A WebQuest for 10th Grade AP American History Title Introduction Designed by Learners Daniel Hernandez Standards dandaram@simla.colostate.edu Process Resources Evaluation Teacher Script Conclusion Credits and  Photo courtesy of wallyq References Based on a template from The WebQuest Page

Slide 11: [Student Page] Teacher Page Title The origin of this WebQuest was part of an assignment in my EDUC331 class, Educational Technology and Assessment. It is Introduction based on one of my favorite periods in American history and Learners helped me to develop not only a better understanding of how to create a WebQuest but a better understanding of the time period Standards itself. Process This lesson is designed to help students better understand the Resources events leading up to the American Revolutionary War and help Evaluation them understand its causes, not just political but philosophical. It is designed more for an Advanced Placement level: however, I firmly Teacher Script believe that any students, when posed with a challenging Conclusion assignment, will step up to the plate if necessary and this WebQuest can be applied to the standard American History level as well. This is a reading-intensive assignment and most likely will take a week to finish, so it may have to be assigned before the actual lectures on this material takes place. Credits and  References

Slide 12: [Student Page] Teacher Page Title As mentioned in the Introduction, the target grade level for this assignment is high school level advanced American History. Mainly Introduction this is because it is a reading-intensive assignment (noticeable by Learners the amount of links listed on the last slides of the assignment). Standards Prior to being assigned this WebQuest, students should have a Process good understanding of how to research and develop a creative historical paper. They should also have a good grasp of events in Resources American (and perhaps even World) history prior to the Revolution Evaluation up to at least the French and Indian War. Students should have at least an introduction to concepts such as Constitutionalism and the Teacher Script Divine Rights of Kings. They should also be introduced to some Conclusion philosophers, including but not limited to Thomas Hobbes and John Locke. Credits and  References

Slide 13: [Student Page] Teacher Page Title The assignment will meet the following Colorado Model Content Standards paraphrased from http://www.cde.state.co.us/cdeassess/documents/OSA/standards/history.pdf) : ( Introduction •Students will better understand the chronological organization of history and know how to organize events and people into eras to Learners identify and explain historical relationships Standards •Students will learn how to use the processes and resources of historical inquiry Process •Students will discover how societies are diverse and change over time (in this case a short period of time though a very important piece of Resources time) Evaluation •Students may also better understand political institutions •Students will better understand how philosophical ideas were a Teacher Script powerful force at this time Conclusion The lesson will help students to develop cooperative skills with a peer, including how to jointly research, create, edit, and evaluate a work based on history. They will learn, as they research guided by my links, how to work with reliable websites and to synthesize this information into a condensed paper (depending, of course, on how long the educator decides the assignment should be). It also engages the creative side of the student’s mind by allowing them to role-play and even pretend to be a part of the events that took place around this particular time period, helping them to better understand why each side made its decisions by making them the decision- Credits and  makers themselves. References

Slide 14: [Student Page] Teacher Page The following process is what appears on the slide given to the students: Title Introduction 1) First you will be assigned a partner. Learners 2) You will then agree on who will write a declaration of war from the Continental Congress and who will write one from the British Empire. Standards 3) You will both use links to research websites providing you with the information you will use to write up your declarations. You are not required to use all of the Process links but the links do contain enough information for you to satisfactorily complete this assignment. It may be necessary and even encouraged that you Resources seek credible outside information. If you decide to use other sources, they will have to be approved beforehand. Any class textbooks can be used as sources Evaluation but must be cited at the end. 4) You will write your declarations of war. Each one will have to be a minimum of __ Teacher Script pages in length (graphs and diagrams will not count toward these pages) and a Conclusion maximum of ___ pages. You must both include a list of references used during the report—remember, I made the links to the websites, so if you include information not found in them I will know it if you do not reference them. 5) Finally, both you and your partner will read each other’s declarations and edit them if necessary, as you will be responsible for your partner’s work as well as your own. Together, you will write a report (one page maximum) on whether you agree with either side or whether you think they were completely out of line. Try to incorporate evidence you used in the declarations. 6) The final product is due on ________. Credits and  References The Process continued…

Slide 15: [Student Page] Teacher Page Title The lesson itself does not need to involve more than one class of students but will most likely take as long as a week to complete. I would suggest giving the students Introduction at least one or two class periods in the computer lab (depending on the length of the Learners class) and perhaps even a weekend to work with their partner to complete the assignment. The material it covers will perhaps take about this long to cover and Standards should probably overlap as much as possible with the assignment so that students will also be able to draw information from your lectures. More than likely it will not Process need to involve another discipline to complete, but of course you could suggest students take a completed work to an English teacher to help them with the editing Resources process. Evaluation More than likely students may need to select their own partner. Of course, you might have to choose the partner depending on whether or not they will hold each other Teacher Script back in the assignment. The reason for allowing them to choose a partner is for Conclusion practical reasons: it will allow them to work with someone they are comfortable with and trust (which could be important in the editing process and collaboration process) while also allowing them to choose someone they know they’ll be able to meet with (for geographical reasons, for example). However, approving the partners is important for other reasons, such as you maybe wanting to pair a stronger student with a weaker one. The teacher will need to be good at keeping students on task. They will also need to be well-prepared and good at classroom management so as to maximize the amount of time students can spend in the computer labs. They will also need to be good at assessing student knowledge so as to ensure that students understand the material with which they will need to work. Credits and  If necessary, a teacher could print out this lesson and provide the students with the links via a handout. References

Slide 16: [Student Page] Teacher Page Title The following are resources the teacher will need: Introduction •Class textbooks Learners •E-mail accounts for all students (to e-mail a copy of the assignment) Standards •Microsoft PowerPoint Process •List of sources for students to use on the Internet (I have a list of them embedded in the assignment slides and on the Resources final two slides of the teacher slides) Evaluation •A computer lab for the students to access the assignment and with which to work on it Teacher Script Conclusion One teacher should be sufficient, however computer lab staff may also be needed for technical expertise if the teacher is not proficient enough to help the students with the assignment. Additional staff may also be helpful to aid students with finding and using their sources, though they are not necessary in order to get students to finish the assignment. Credits and  References

Slide 17: [Student Page] Teacher Page Title A rubric was provided in the student slides so that Introduction they would know how they were being graded. A Learners copy of the rubric is on the next slide. The teacher Standards will ultimately need to assess whether or not the students fully comprehended the motives each Process side had in engaging in the Revolutionary War and Resources can evaluate if their answers were complete. The Evaluation success of the project will also be gauged by how Teacher Script closely the quality of both declarations were for Conclusion the partners—if they are close in quality (including using some of the same information), their level of collaboration should be assessed as excellent. The teacher should make clear when assigning this WebQuest that the quality of the declarations should be similar. Credits and  References

Slide 18: [Student Page] Teacher Page Title Introduction Learners Standards Process Resources Evaluation Teacher Script Conclusion Credits and  References

Slide 19: [Student Page] Teacher Page In introduction, the teacher should already have covered some material. Preferably, Title the class should already have passed up the French and Indian War and perhaps have begun going over the various taxes that the British burdened the colonies with Introduction in order to have paid for that war. Students should be at computers with this Learners slideshow open. The Introduction page of the assignment should be read aloud: Standards Process Resources Evaluation Teacher Script Conclusion It will not be necessary to take too long on this slide. Students will likely ask how they will be paired up, so a teacher should be prepared ahead of time on how they will do this. As mentioned before, they should be free to choose their own partner so long as it is approved—if it is not, the teacher should let students know that they will choose someone with which they will work best. No partners should be chosen until students understand the assignment. In addition, ensure that students understand Credits and  how to use the links on the different slides to access everything they’ll need. References Script continued…

Slide 20: [Student Page] Teacher Page Title Next the teacher should be prepared to go over the Tasks slide: Introduction Learners Standards Process Resources Evaluation Teacher Script Conclusion Few questions should be posed at this time except on perhaps on what exactly they’re expected to write in the declarations (including how to word it). The teacher should list their preferences—for mine they wouldn’t need to use the exact vernacular of the time, the content should be most important. Most likely they’ll also ask (or complain) about length and how long they’ll have to finish the project, so you will let them know that that is coming up on the next slide. Credits and  References Script continued…

Slide 21: [Student Page] Teacher Page Title Next the teacher should be prepared to go over the Process slide: Introduction Learners Standards Process Resources Evaluation Teacher Script Conclusion Hopefully by now students understand much of this process (such as partner selection). This should be self-explanatory, though students may ask about the sources they can use, which you will tell them will be explained on a future slide. They may ask about the editing process and about when they’ll have time to complete this assignment: you can explain that they’ll have one or two days to work in the computer lab and will have to be able to coordinate their efforts outside of class—hence, you can show them why picking the right partners are important. You will also need to explain that the one page conclusion report should be done together and both your views should be expressed—this report, they should know, should be separate from the Credits and  declarations. References Script continued…

Slide 22: [Student Page] Teacher Page Title Next the teacher should be prepared to go over the Evaluation Rubric slide: Introduction Learners Standards Process Resources Evaluation Teacher Script Conclusion The teacher should explain that this is for the students to use to help evaluate their own work when they’re editing. This rubric could be different according to the teacher, but tell them that essentially the 4 means an A in the categories, 3s are Bs, 2s are Cs or high Ds, and 1s are low Ds to Fs. Credits and  Script continued… References

Slide 23: [Student Page] Teacher Page Title Next the teacher should be prepared to go over the Conclusion slide: Introduction Learners Standards Process Resources Evaluation Teacher Script Conclusion This slide should be fairly self-explanatory and can read it verbatim. Credits and  Script continued… References

Slide 24: [Student Page] Teacher Page Title Finally the teacher should be prepared to go over the Links Introduction to Materials slides. This shouldn’t need much explaining Learners except for the fact that all of the websites on these two Standards pages are the resources they should consider and that all information they’ll need can be found there, in the Process textbook(s), or in class lectures, though other sources can Resources be used. Additionally, students should note that there is a Evaluation link on the bottom of the page to get to the other page of Teacher Script links and vice versa. Make sure they also know that the primary source link (the last one) is the direct, raw sources Conclusion themselves and that they may be lengthy and difficult to understand (but you are available to help them understand the material). Finally, explain to them whether or not there are rules in the lab on how much material to print off and how to save anything to work at home. Explain that they have ultimate autonomy on how and when to work on the project but that they are expected to take computer lab time to devote Credits and  solely to this project. Also, tell them to have fun! References Script continued…

Slide 25: [Student Page] Teacher Page Title This lesson is meant to be challenging. Because of this, it will help to improve the students’ abilities to research and Introduction come up with a satisfactory finished product by pushing Learners them to their academic and creative limits. The time limit Standards and limits on length will help them be concise and prompt. It will also help them better understand the time period and Process why events occurred as they did, as well as why there was Resources animosity (or, in the case of the British, controlled Evaluation animosity) on both sides by putting them in the mindset of Teacher Script characters of that time. Conclusion Credits and  References

Slide 26: [Student Page] Teacher Page Students should certainly be encouraged to use their textbooks or class lectures and  Title discussions as resources for this assignment.  Introduction Below is a list of the websites used:  http://en.wikipedia.org/wiki/American_Revolution#Fighting_begins_at_Lexington:_1775--basic overview of Revolutionary War Learners (Wikipedia source, which many students will inevitable use anyway—teacher may want to point out that the credibility is questionable and must be used as a starting point to help generate ideas for topics to hit during the assignment) Standards http://www.answers.com/topic/revolutionary-war-1775-83-causes --another overview Process http://www.answers.com/battle%20of%20lexington –Battle of Lexington http://plato.stanford.edu/entries/locke/--this will be used to direct the colonialist student toward liberal thinking—especially Resources direct them toward the part on the Two Treatises of Government http://www.usahistory.info/colonial/Navigation-Acts.html --this will be used to help students find data on the Navigation Acts Evaluation http://encarta.msn.com/encyclopedia_761564630/mercantilism.html --this will help students find info on mercantilism Teacher Script http://www.iath.virginia.edu/seminar/unit1/text/proc63.htm http://encarta.msn.com/encyclopedia_461511114/Royal_Proclamation_of_1763.html --this sites will help students find data Conclusion on the Proclamation of 1763 http://www.ushistory.org/Declaration/related/sugaract.htm --Sugar Act http://www.u-s-history.com/pages/h641.html --Quartering Act http://www.ushistory.org/Declaration/related/currencyact.htm --Currency Act http://encarta.msn.com/encyclopedia_761566912/Stamp_Act.html --Stamp Act http://ahp.gatech.edu/townshend_act_1767.html http://encarta.msn.com/encyclopedia_761570278/Townshend_Acts.html --sites on Townshend Act of 1767 http://encarta.msn.com/encyclopedia_761565150/Boston_Tea_Party.html --Boston Tea Party http://encarta.msn.com/encyclopedia_761579296/Boston_Massacre.html http://www.bostonmassacre.net/ --Boston Massacre sites Credits and  More references… References

Slide 27: [Student Page] Teacher Page http://ahp.gatech.edu/tea_act_bp_1773.html Title http://www.answers.com/topic/tea-act –Tea Act of 1773 http://encarta.msn.com/encyclopedia_761579222/Intolerable_Acts.html --Intolerable Acts Introduction http://www.ushistory.org/declaration/related/mga.htm --Massachusetts Government Act Learners http://www.u-s-history.com/pages/h1221.html http://encarta.msn.com/encyclopedia_761576420/Stamp_Act_Congress.html --Stamp Act Congress Standards http://www.ushistory.org/declaration/related/gaspee.htm http://encarta.msn.com/encyclopedia_762529230/Gasp%C3%A9e_Affair.html –Gaspee Affair Process http://encarta.msn.com/encyclopedia_761567004/Continental_Congress.html http://www.u-s-history.com/pages/h650.html --Continental Congress Resources http://encarta.msn.com/encyclopedia_761557254/Divine_Right_of_Kings.html --Divine Right of Kings Evaluation http://home.wi.rr.com/rickgardiner/primarysources.htm --important primary sources Teacher Script I would also like to note that all images are taken from flickr.com and are part of the  Creative Commons. They are credited next to the images themselves in the student slides in  Conclusion which they appear (wallyq, speric, jlander82, BluAlien).  Additional links: The WebQuest Page and The WebQuest Slideshare Group –allows others  to acquire the latest version of this template and training materials. Credits and  References