Teacher: Hanade Sarar

School: Andalusia School

Email: hanade1@netzero.net

Dissatisfaction of British Rule Leads to the Revolutionary War

usd450.net

Introduction:

Imagine that you were one of the colonists living in North America, how would you like it if the British imposed taxes on you and controlled much of what you do but you had no representation in the parliament and any voice or opinion? How would you feel about that and what would you do?

Task:

In groups of 4 analyze and discuss the book Revolutionary War by Margaret C. Hall and complete the worksheet, listing the CAUSES of The American Revolution.

You will also create a poster and oral presentation

Process:

With your group, you will discuss all the causes of the American Revolution. You will put all your information on a poster board with graphs, and pictures. As a group you will then present the information you came up with. You are expected to follow the rubrics below. The rubrics are what you look at to make sure you get a good grade. You will look at the problem using the PPA. See steps below.

PPA Steps:

1- Define the problem

2- Gather the evidence

3- Identify the Cause

4- Evaluate

Describe the actions taken by the colonists to deal with the problem.

Resources:

The History and Activities of the Revolutionary War Book by Margaret C. Hall

http://www.historycentral.com/revolt/causes.html

http://www.historyplace.com/unitedstates/revolution/rev-prel.htm

American Revolution Video

www.google.com

http://edtech.kennesaw.edu/web/amrevol.html

How to Make Poster Resources:

http://www.wikihow.com/Make-a-Poster

http://www.ncsu.edu/project/posters/NewSite/

How to Present and Communicate your Findings Resources:

http://www.ehow.com/how_4663576_presentation-confidently-public-speaking-all.html

http://pages.cs.wisc.edu/~markhill/conference-talk.html

Evaluation:

http://www2.maxwell.syr.edu/plegal/ahppae/worksheet4.rtf

American Revolution Poster Rubric

CATEGORY	4	3	2	1
Required Elements	The poster includes all required elements as well as additional information.	All required elements are included on the poster.	All but 1 of the required elements are included on the poster.	Several required elements were missing.
Labels	All items of importance on the poster are clearly labeled with labels that can be read from at least 3 ft. away.	Almost all items of importance on the poster are clearly labeled with labels that can be read from at least 3 ft. away.	Many items of importance on the poster are clearly labeled with labels that can be read from at least 3 ft. away.	Labels are too small to view OR no important items were labeled.
Graphics - Relevance	All graphics are related to the topic and make it easier to understand. All borrowed graphics have a source citation.	All graphics are related to the topic and most make it easier to understand. Some borrowed graphics have a source citation.	All graphics relate to the topic. One or two borrowed graphics have a source citation.	Graphics do not relate to the topic OR several borrowed graphics do not have a source citation.
Attractiveness	The poster is exceptionally attractive in terms of design, layout, and neatness.	The poster is attractive in terms of design, layout and neatness.	The poster is acceptably attractive though it may be a bit messy.	The poster is distractingly messy or very poorly designed. It is not attractive.
Grammar	There are no grammatical/mechanical mistakes on the poster.	There are 1-2 grammatical/mechanical mistakes on the poster.	There are 3-4 grammatical/mechanical mistakes on the poster.	There are more than 4 grammatical/mechanical mistakes on the poster.

Oral Presentation Rubric

CATEGORY	4	3	2	1
Content	Shows a full understanding of the topic and uses many textual examples.	Shows a good understanding of the topic and uses some textual examples.	Shows a good understanding of parts of the topic and uses few textual examples.	Does not seem to understand the topic very well.
Props	Student uses several props that show considerable work/creativity and which make the presentation better.	Student uses 1 prop that shows considerable work/creativity and which make the presentation better.	Student uses 1 prop, which makes the presentation better.	The student uses no props OR the props chosen detract from the presentation.
Speaks Clearly	Speaks clearly and distinctly all the time, and mispronounces no words.	Speaks clearly and distinctly all the time, but mispronounces one word.	Speaks clearly and distinctly most of the time. Mispronounces no more than one word.	Often mumbles or cannot be understood OR mispronounces more than one word.
Collaboration with Peers (observed in groups)	Almost always listens to, shares with, and supports the efforts of others in the group. Tries to keep people working well together.	Usually listens to, shares with, and supports the efforts of others in the group. Does not cause "waves" in the group.	Often listens to, shares with, and supports the efforts of others in the group but sometimes is not a good team member.	Rarely listens to, shares with, and supports the efforts of others in the group. Often is not a good team member.

CONCLUSION

After having completed this web quest successfully, you have learned the causes of The American Revelation. You have also learned the steps of the PPA. You have worked in groups and have produced poster and an oral report.

NEW YORK STATE STANDARDS

Social Studies

Standard 1 - History of the United States and New York

Students will use a variety of intellectual skills to demonstrate their understanding of major ideas, eras, themes, developments, and turning points in the history of the United States and New York.

Standard 5 - Civics, Citizenship, and Government

Students will use a variety of intellectual skills to demonstrate their understanding of the necessity for establishing governments; the governmental system of the U.S. and other nations; the United States Constitution; the basic civic values of American constitutional democracy; and the roles, rights, and responsibilities of citizenship, including avenues of participation.

English Language Arts

Standard 1: Students will listen, speak, read, and write for information and understanding; they will collect data, facts, and ideas and use electronically produced texts.

Standard 4: Students will listen, speak, read, and write for social interaction.