Happy New Year!!!!!

The American Revolution will be the topic for the Fourth Six weeks. 

TEKS to be covered: 

The student understands significant political and economic issues of the revolutionary era. The student is expected to:

(A)  analyze causes of the American Revolution, including mercantilism and British economic policies following the French and Indian War;

(B)  explain the roles played by significant individuals during the American Revolution, including Samuel Adams, Benjamin Franklin, King George III, Thomas Jefferson, the Marquis de Lafayette, Thomas Paine, and George Washington;

(C)  explain the issues surrounding important events of the American Revolution, including declaring independence; writing the Articles of Confederation; fighting the battles of Lexington, Concord, Saratoga, and Yorktown; and signing the Treaty of Paris

Week of January 6-9, 2009:

Tuesday:  Given an ActivBoard presentation on the French and Indian War students will analyze the causes and results of the French and Indian War by filling in notes, answering activote questions, and writing an informative paragraph.  Students will also take a quiz over the notes on Tuesday.

Wednesday:  Quiz on French and Indian War.  Given a website on the causes of the American Revolution, students will answer questions about the four main causes.  Students will also write why or why not the Colonists' rebellion against the British was justified and create a timeline of the events leading to the American Revolution, using the dates from the website.

Thursday:  Given a ActivBoard Presentation on the causes of the American Revolution, students will identify acts of Parliament, colonial reactions and important leaders during this era by answering activote questions, creating a chonology of events, playing review games and taking an online quiz.

Friday:  Given a list of causes and notes, students will create a flipbook on the Causes of the American Revolution.

Week of January 12-16, 2009:

Monday:  Given a DBQ, students will analyze seven sources by answering a series of questions on each source.  Students will then begin to develop a thesis statement for a formal essay on the causes of the American Revolution.  Study for quiz tomorrow.

Tuesday:  Quiz on causes of the American Revolution.  Given an outline, students will begin writing their first draft of a formal five paragraph paper on the causes of the American Revolution.

Wednesday:  Students will finish their rough drafts and begin editing.

Thursday:  Given a mini-lesson on peer editing, students will revise and edit their essays in small groups.

Friday:  Given a mini-lesson on MLA format and citing sources, students will begin typing their final copies of their essays including a work cited page.

Week of January 20-23, 2009

Tuesday:  Given a computer, students will finish typing and turn in their final copies of their essays by the end of the period.

Wednesday:  Given clips of the movie 1776, students will answer questions about how and why the Declaration of Independence was written.

Thursday:  Using a video of the "performance" of the Declaration of Independence by distinguished Hollywood actors, students will learn the power of their own words and names by reading aloud and signing a young person's declaration.

Friday:  Given a History Alive! role-playing simulation, students will prepare for a town-hall style debate on the issue of independence by assuming the role of either a loyalist, patriot, or someone who is neutral on the issue.

Week of January 26-30, 2009

Monday:  Given the ground rules of the debate format, students will participate in a town-hall meeting to discuss the issue of independence by taking turns stating their points on the issue.

Tuesday:  Given the facts of the advantages and disadvantages of the colonists and the British at the start of the war, students will decide which side had more advantages at the start of the war by...................

Wednesday:  Given a list of important people of the revolution, students will create talking heads by creating words each one might have said.

Thursday:  Given a list and description of the important battles of the war in an Activboard presentation, students will create an illustrated timeline in pairs.

Friday:  Given a review sheet, students will prepare for their test over the war on Monday by reviewing their notes.

Monday:  Given a TEST over American Revolution, students will demonstrate their knowledge of this era with at least 70% accuracy.