Road+to+Revolution+2010

=GUIDING QUESTIONS=

__** Chapter 4 Sect. 1 Questions: **__

1.What is revolution?

2.How did British policies and colonist reactions contribute to tension between the colonists and British?

3.Why were taxes such a controversial issue in 18th Century America?

4.How did the colonists’ use of resistance change over time? Why? Was it effective?

__**Chapter 4 Section 1**__

Go to the website below, watch the video and read the summary of the Sugar Act Sugar Act

**An Introduction to the Sugar Act** Read the introduction to the Sugar act which introduces the basic elements of the act and the main reasons for colonial opposition to the act.

//__Step 1:__// Save this document on your U drive: [|2 Preamble to the Sugar Act of 1764.doc]

//__Step 2:__// Go to Crocodoc

__//Step 3//__: Upload your file to Crocodoc, and then begin marking up!

 //**Remember when marking up:**// //Step 4:// After you have finished marking up, you will evaluate your work. Save to your U drive, then upload it to Crocodoc
 * Identify the title and date/place of creation
 * Highlight any parts that you think are important
 * Ask clarifying questions
 * Explain the significance of this document (aka "So What?")

//__Step 5__//: Evaluate your marking up assignment. How did you do? Explain yourself!

Here is an example of how to grade yourself: Example

//__Step 6:__// Save both of these documents and upload them on to your virtual notebook page.

What are your thoughts on the Sugar Act? Does it seem reasonable or unreasonable on the part of the British Government? Explain why, using historical evidence.
 * Reflection**

= //**__ Period 6 __**// =




 * Homework:** write a paragraph about whether the Navigation Acts were fair or unfair. Include at least three pieces of evidence from your notes to support your claim. There is no right or wrong answer; pick one side and then defend it. Your paragraph should be at least seven sentences long, and must include a thesis statement and a concluding sentence.

Go to this page and follow the directions: The Stamp Act

__** Monday October 25 **__

Directions: You and your 12 o'clock Clock Buddy will complete the following chart

Use your textbook, pages 108-110, and also the following documents below:

//** Documents **//





After you have finished, we will discuss the following questions as a class:
 * // As a class, we will discuss the following questions: //**

October 26 __** Introduction to the Boston Massacre **__ Click on the link below: Boston Massacre Page

= = = __ Inquiry Based Learning - Road to Revolution __ =

You will be split into small groups to analyze the following acts/taxes. Once you have been assigned to a document, you will mark this up on your own first.

__**Part 1**__
Use the directions below for marking up ** ONE ** of these documents:

//** Documents - mark up on your own **//

__** DIRECTIONS FOR MARKING UP **__

// Remember when marking up: //
 * Identify the title and date/place of creation
 * Highlight any parts that you think are important
 * Ask clarifying questions
 * Explain the significance of this document (aka "So What?")

(Directions for how to make up a text are on the Colonial America page)

__** Share with a partner **__
 * Share ** your notes with another person who has the same document. Add comments from your discussion and their notes **// IN A DIFFERENT COLOR. //**

__** LAST BUT MOST IMPORTANT STEP! **__ //** Save **// your document and upload it on to your virtual notebook page, on your page named Chapter 4.

=__ Visual Summary __= To visually summarize your act, you are going to create a ** Wordle **, a word cloud showing the most imporant parts of your reading. Use your notes from your marking up for your Wordle.

=**Creating a Wordle Directions:**=
 * Task || Directions ||
 * Go to Wordle Website || Select the following link www.wordle.net ||
 * || Select Create from the top of the webpage || [[image:historymalden/Wordle_header.PNG width="480" height="112" caption="Wordle_header.PNG"]] ||
 * Wordle_header.PNG ||  ||
 * Inserting text || Before continuing, copy the text of the article you will be using as your text. Then, in Wordle, once you have selected create, on the next screen (see below) you can paste the text that you wish to use for creating the Wordle. The first option on the page allows you to paste in your text. Once your text has been pasted into the box select the "go" icon, which will create your Wordle, which you can then manipulate. || [[image:historymalden/wordle_pasting_text.PNG width="421" height="260" caption="wordle_pasting_text.PNG"]] ||
 * wordle_pasting_text.PNG ||  ||
 * Manipulating your Wordle || Once you have hit "go" the Wordle will automatically be created. In the example below we used the Declaration of Independence. || [[image:historymalden/wordle_dec.PNG width="290" height="189" caption="wordle_dec.PNG"]] ||
 * wordle_dec.PNG ||

Using the toolbar (shown below) at the top of your Wordle you can edit the appearance of your Wordle. You can use different fonts, different orientations and different color schemes.


 * [[image:historymalden/wordle_toolbar.PNG caption="wordle_toolbar.PNG"]] ||
 * wordle_toolbar.PNG ||

Here is an example of how we changed the appearance of the original Declaration of Independence Wordle:


 * [[image:historymalden/wordle_dec_new.PNG width="362" height="200" caption="wordle_dec_new.PNG"]] ||
 * wordle_dec_new.PNG ||  ||


 * To get the Wordle into your wikispace you need to __take a screenshot__ of the Wordle. Here are links that give you directions for how to take a screenshot depending on your operating system: Windows Screenshot Mac -OS-X Screenshot


 * Once you have created your Wordle and taken your screenshot __save the screenshot__ to your virtual notebook as an image file then __upload the file__ to your notebook. An image of your Wordle should now be seen on that page of your notebook.

= __Part 2__ = After you have marked up the document, share and discuss with your group. Together, fill in the British Policy graphic organizer and answer the attached questions.

//** In your small group fill in the following graphic organizer: **//


 * // As a class, we will discuss the following questions: //**

=__ Monday October 25 __=

Do now: define massacre or How did the colonists respond to the new British laws?

Activity 1 - Mark Up Open the following document and mark it up:

Activity 2 - Analyze historical pictures to determine point of view Draw this picture above!



=Process= ==Compare Paul Revere's engraving to Alonzo Chappel's lithograph of the Boston Massacre by answering these questions for each.==
 * 1) What time of the day does it look like this event is occurring?
 * 2) Describe the actions of the British soldiers to the right of the picture, what are they doing?
 * 3) Describe the crowd to the left of the picture, what is happening to them?
 * 4) Identify Captain Preston and describe what he appears to be doing
 * 5) What could be the reason for these two very different pictures?
 * 6) If you looked at this picture how would you describe the events of the 5th of March?
 * 7) Do you believe this picture depicts a massacre? Why/why not?

Read this and mark up:

= __ Create a Glogster on the Boston Massacre __ =



TASK You are going to create a virtual poster or Glog on what actually happened at the Boston Massacre.

Include the following:
 * A brief description of what happened on the day of the Massacre.
 * A brief description of the events **leading up** to the Massacre.
 * Your opinion of why the event occurred, supported by details from your text/notes. Who started it?
 * Answer this question: was this event a massacre? Why/why not?
 * Information on the 5 victims of the Boston Massacre. Use this link for more information: Boston Massacre Participants

This site will help with your research, as well as your textbook and your notes: Boston Massacre website

= DIRECTIONS FOR MAKING A GLOGSTER =


 * //Example of a glog on the causes of the American Revolution//**

Create a Glog

Step 1 Open the following link in a new tab: Glogster.com

Scroll down to the bottom of the front page to read what Glogster is and what you can create with it. Basically, this is a digital way to create a poster, using pictures, text, music, and videos.

Step 2 Scroll back up to the top right and click on Register. Register and create an account. Your nickname should be your first name and the first letter of your last name, the same as it is on your virtual notebooks. Ex) GeorgeW

Step 3 You will be brought to a page called "My Dashboard." You will not do anything with this page right now. Click back to the the home page of Glogster

Step 4 Before you create your own glog, spend some time searching through the site and looking at examples. Search through the best and fresh glogs for today. At the top of the page, click on "Categories" and search through the "Movers and Shakers" as well as the "School" category.

Step 5 Now click on "Create your own glog" and begin! Have fun, be creative. Your glog will demonstrate what you have learned about the Supreme Court from this week. Use the editing tools on the left hand side of the page

Step 6 Once you have created your glog, click on "save and Publish." Name your glog, and tag it for school.

Step 7 Next you will be asked "What next?" You will save your link to your notebook, and also email a copy to yourself. Lastly, you will link your glog to the Glog page on the website below:

Step 8 After everyone has posted their glogs, you will look at the glogs of the other students at your table.

PRACTICE TEST QUESTIONS

= =

__**The Battles of Lexington and Concord **__=

//**Do now:**// define "treason." Look it up online. Give an example. Do you think the colonists were committing treason by protesting the British? Explain.

Activity 1 - The First Continental Congress Concept Map - Page 110
Summary: Why did the British want to march to the towns of Lexington and Concord? List two reasons.

Activity 2 - Spreading the Alarm
Use the map and notes on page 112.

Who were the alarm riders?

Take notes on the three main alarm riders. List the locations and routes each one traveled:

- Boston - Boston - Lexington
 * //__REVERE DAWES PRESCOTT__//**

Activity 3 - the Paul Revere House
Go to the following link: Paul Revere Midnight Ride


 * Read the real story of Revere's ride
 * Take the virtual ride
 * Listen and read along to Longfellow's famous poem about Paul Revere

__**//Honors//**__ Read Paul Revere's Ride in his own words. Fill in notes on the reading using an

Compare/contrast to Longfellow's poem



**__The Battles of Lexington and Concord__**
PART I - View the picture on page 111 in your book and complete and "I see/It means." Answer the "Interpreting Visuals" question when you are done



PART II - Mark up the following document:

PART III - Read an account of the battle from a British point of view below. Fill in the attached APPARTS chart for notes.

Interactive Revolutionary War Game Extra credit After the game, explain: the characters, your missions, what you learned, the outcome, was the game valuable?