S+Carroll,+Derek

United States History Syllabus

Office:room 410 Office Phone: 603-381-8037 Office Hours:**Monday-Friday 7am-3pm
 * Teacher: Derek Carroll
 * E-mail:** derek.carroll@maine.edu

//Maine Learning Result:// 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 the United States and World History including the roots of Democratic philosophy, ideals, and institutions in the World b. Analyze and critique major historical eras, major enduring themes, turning points, events, consequences, and people in the history of the United States and world and the implications for the present and future. •The revolutionary players had a variety of view points on the same issues. •The shock-waves of the American Revolution changed the course of world history. ||  || •What political factors were conducive to the American Revolution? •How did the view points of the key players of the revolution differ? •How did the American Revolution shape the face of the world we live in? ||  || •Important events and people: Ben Franklin, John Adams, John Jay, Arthur Lee, Battle of Yorktown •Definitions: Loyalists, Propaganda, Diplomacy •Sequence and timelines: Intolerable acts, Boston Tea Party, Concord, Lexington, Yorktown
 * =Summary of Unit= ||
 * This unit is designed to fulfill the **Social Studies E1 History** portion of the MLRs. It will cover the political climate and key historical figures that played a part in the American Revolutionary War, and will also discuss the ripples that it caused through out the world. The unit is designed to actively engage students into the diplomacy of the revolution, and to do this it will cover the diplomatic actions that were happening both at home and abroad. Students will have the chance to explore the various view points that were circulating at this politically charged, and see how they intertwine as well as clash. As a culminating performance task students will be assigned the role of a historical figure that was influential during this time period, and they will enter a debate as this person and will argue whether war is the right option for the colonies to choose. ||
 * Establish Goals:** **(G)**
 * //Students will understand that:// **(U)** ||
 * •The political climate of the American Revolution was just right to support the birth of a nation..
 * **Essential Questions:** **(Q)**
 * //Students will know:// **(K)**

//Students will be able to do:// **(S)** •Describe the diplomacy of the American Revolution •Evaluate the points of view of a variety of historical figures •Create an informed thesis as to what secured American victory •b. Analyze major eras, major enduring themes, turning points, events, consequences and people in the history of the United States and world and the implications for the present and future. •Assume the roll of a historical figure and debate their point of view. •Be aware of how the actions of past people pertain to their own lives ||  || //**Task Description:**// **(T)** You woke up this morning in the charged years leading up to the American Revolution. To your horror everybody is mistaking you for a famous figure of the time, and it has fallen to you to debate the war using this person's point of view to prevent the future from changing. In order to do this it is your job to research how your person felt about the idea of war, this is important because much like in modern politics, not everybody felt the same way. In research you will notice that some of the view points overlap while others are drastically different. If you find this be reassured that you are doing a thorough research job. The debate that will result from all the research will be judged by a panel of experts.
 * =Expectations= ||
 * This class is designed to give an in depth look at the revolution, and since we are all on this journey together the discussions and group work that goes on in class is a very important aspect of the class, and attendance will factor into the participation portion of your grade. In the event that you do miss a class it will be up to you to come to me to get what you missed

Assignments are expected to be completed and turned in on time. If there is an emergency and this can not be done come see me, and we will work out a solution.

All of the rules and guidelines put forth in the school handbook will be upheld, thusly you are expected to adhere to them. ||

These are your assignments and their respective point values **Total:** 300 pts.
 * =Benchmarks= ||


 * Alternate U.S Broadcast**: 20 pts. This assignment is designed to test your knowledge of the revolution, as well as test your creativity. You will create a radio broadcast from an alternate reality where the United States is still run by Great Britain. In this broadcast you must demonstrate an understanding of the influence that past events have on modern days.


 * Idea Web:** 10 pts. You will be challenged to research a number of various figures of the revolution, and create an Idea web showing where the views intersect and where they diverge. This project will be able to be used as a resource on future projects and it is highly recommended that students use it on the Final Debate.


 * Turning Point Power Point:** 55 pts. You must create a power point that persuades the class to what you believe to be the turning point of the American Revolution. Your power point's quality will be judged on a rubric and bonus points will be given to the most persuasive of the power points.


 * What Won the War:** 35 pts. You will create a thesis as to what you think to be the deciding factor of the war. This thesis will be tested on a war simulator, and you must explain the results in a brief paper that is to be handed in at the start of the next class.


 * Diplomatic Devices:** 30pts. You must create a video depicting the diplomatic tactics that were employed during the American Revolution. The final product will be graded on a rubric handed to you at the time that you receive the assignment.


 * Final Debate:** 150pts. This is the culminating project it will draw on everything that you have learned during this unit. You will be assigned a role. You will then debate whether the colonies should go to war from the point of view that your role would have held. This debate will be recorded in either an IMovie or a Garage Band. ||


 * =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) ||