S+Cummons+Michael


 * American Revolutionary Era Syllabus **


 * Teacher: Michael Cummons**
 * Office: Room 207**
 * Office Phone:** (207) 975-9000
 * Office Hours:** 3-4:30 (Monday-Thursday)
 * Email**: michael.cummons@maine.edu

E. History E1. Historical knowledge, concepts, themes, and patterns Grade 9-Diploma “Revolutionary Era 1754-1783” Students understand major eras, major eduring themes and historic influences in the United States and World history including the roots of democratic philosophy, ideals and institutions in the world. c. Trace and critique the roots and evolution of democratic ideals and constitutional principles in the history of the United States and the World using historical sources
 * Establish Goals: (G)**
 * Maine** **Learning Results:** Social Studies


 * //Students will understand that:// (U)**
 * Democracy was a part of the Revolutionary era
 * Constitutional values can be found in the Revolutionary era
 * The Revolutionary Era affects the present day United States and the World


 * Essential Questions: (Q)**
 * How is democracy a part of the Revolutionary War?
 * Where can constitutional values be found in the Revolutionary Era?
 * How has the Revolutionary Era affected the present day United States and world?


 * Students will know: (K)**
 * Key people of the Revolutionary era: John Locke, Thomas Payne, Founding Fathers, King of George III, Patriots, Loyalists
 * Key events and acts of the Revolutionary time period: Declaration of Independence, Stamp Act, Tea Act, Intolerant Acts, Boston Massacre, Surrender of British
 * Where Constitutional and Democratic ideas of the Revolutionary
 * The Bill of Rights


 * Students will be able to: (S)**
 * Demonstrate democratic ideals in the Revolutionary Era
 * Trace and critique the roots and evolution of democratic ideals and Constitutional principles in the history of the United States and the World using historical sources
 * Exhibit understanding of the United States Bill of Rights
 * Compare the Constitution with ideas of key people in the Revolutionary Era.
 * Relate democracy in America today to Democracy in the Revolutionary Era
 * Realize that events and people in the Revolutionary Era effect the present day United States


 * __Performance Task Description:__**

Dear (Your Name Here),

I regret to inform you that the New York Police Department has reason to believe that “Mr. Democracy” is suspected to have been present in the Revolutionary Era. As I am sure that you know, this is a federal crime in the United States of America. If found guilty “Mr. Democracy will spend the rest of his life behind bars. While we have the feeling our NYPD guts that Mr. Democracy is guilty, we don’t have the right detective to grab the right clues for us. We need conclusive evidence; using primary sources from the time period of the Revolution, to give us a good enough case to take to court. We have nominated you to be in our “NYPD Detective Competition.” You must find conclusive evidence, using primary sources and show us that you can prove that Mr. Democracy is guilty. You must show us your case using Garage Band. Please make you project very creative and add music to help sway the panel. You must also put your written crime report on a blog for other detectives to see and comment on. If your case is chosen as the best, you will be hired as the NYPD’s newest and highest paid detective. Remember, this is not an assignment to be taken lightly. You are competing with a number of other detectives. Please work diligently to make your product the best. See you at presentation day. Thank you, The New York Police Department
 * __Expectations:__**

This course is about the Revolutionary Era, from 1754 to 1783. Students are expected to be present and on time to class everyday. If you need to miss a class due to being ill or an emergency it is your responsibility to come meet with me and go over the material you missed in class.

Assignments should be complete and ready to be handed and/or presented at the beginning of class. Late assignments result in the loss of a letter grade for every day it is late. (An A would go to an A- and so forth). Assignments should meet the criteria for the rubric given for a particular assignment. If you do not understand something I am available to help you in any way possible (I like helping!! Just ask me!!) If you have any concerns regarding the class, me or another student, please come to talk to me immediately.
 * __Bench Marks__**

Listed below are the assignments you will complete through out this unit and the point value for each of them. The total points you can earn is **200 points.**

Students will complete a final performance at the end of the unit do demonstrate their understandings of the Revolutionary era Unit. Students will be asked to do a blog showing Democracy in the Revolutionary Era using primary sources. Students will present their findings to class using Garage Band.
 * __Performance Task__ //(100 points) Understandings 1, 2, 3//**

Students are expected to come to class. All students are expected to come to class prepared bringing all assignments that are expected to be completed for that day. Students are expected to contribute to all in class discussions. Students must meet with the teacher and make up work to get full attendance and participation credit.
 * __Attendance and Participation__ //(75 points)//**


 * __Inspire Product__ //(25 points)//**

Students will build an Inspire product, putting each of the ten Articles of the Bill of Rights in their own words. They will also include how each Article affects his or her life personally.

Students will create a blog on a key person in the American Revolution. They will also create a blog on a key event in the American Revolution. Students will make comments on each other’s blogs as well.
 * __Key Events and People Blogs__** **//(25 points)//**

Students will each pick a key person to look at. Each student will get a document written by this person. Students will have an instant message conversation with another student in the class. Each student will show their knowledge on their historic Revolutionary person’s ideas regarding the constitution.
 * __Instant Message Conversation__ //(25 points)//**

Teams of three will create an outline for an iMovie product, as well as an iMovie product, creatively showing examples of Democracy and Constitutional values in the Revolutionary era. Students will then write a one paragraph reaction to how the project went: what they liked and what they think should be improved.
 * __iMovie Product__** **//(25 points)//**

Students will choose somewhere in the world that has some form of democracy or shows hints of democracy and blog about it. Students will comment on each others blogs on how they can make the blog better and to assess each other on how they show linkage of the American Revolution to today's world regarding democracy. Students will fill out project rubrics assessing how they think they did on the project.
 * __Democracy Blog__** **//(25 points)//**
 * A** (100-93), **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** (59-0).