Troops in your home

WEB QUEST

PROJECT SAVE

Troops In Our Homes

Mr. Donner

Doubled152001@yahoo.com

New York City, NY

INTRODUCTION

Our homes are places of privacy where we can be ourselves and where no one else can bother us—what if that all changed tomorrow? You and your family live in Colonial New York City in 1765, under British rule. You, your family, and friends, have been taxed by the British government for years now, without any Colonial representation in the British government. The British have now enacted a Quartering Act (1765), which says that all Colonial citizens, including you, your family and your friends, must provide housing, food, clothes, and supplies for British troops. Your family has lived in Colonial America for a century. They came to America to escape European injustice. In fact, for over 100 years, England has not enforced any laws that deprived colonists of their liberty or “natural rights” as English citizens. There are no Quartering Acts in England! Then why in America? Why now? Are not Colonists British and subject to the same laws as fellow citizens in England? These are questions colonists are asking in 1765.

New York’s Colonial leaders hate this new law. They have come to you and your small group of friends and ask you what they should do to oppose this law, because you have done the similar tasks for them in the past. Democracy is at stake.

You, your family and friends are in danger of losing their lives, hard earned liberties, and properties if this law is enforced. British troops will be able to go where they please, take what they want, and not suffer any consequences in doing so. You have an important task of making sure this does not happen, and to figure out ways so it will never happen!!!

TASK

The Colonial leaders want you to create a REPORT that includes:

· Why the British thought this law was needed, problems that this law has created, and recommendations of how this law should be changed or alternative solutions to this law.

o Go to the Public Policy Analyst (PPA) website and use the worksheets to develop the information for your report. (you can access these worksheets in the process area as well)

o The report must be 5 paragraphs.

§ Paragraph 1 = Introductory

§ Paragraph 2 = 3 Reasons why the British thought this law was needed.

§ Paragraph 3 = 3 problems that this law created.

§ Paragraph 4 = 3 Recommendations on how to change this law/or a new way(s) to solve the problem altogether.

§ Paragraph 5 = Conclusion—Summarize the essay and also state which one of the 3 recommendations in paragraph 4 your group chose and why.

o The report must be typed using Microsoft Word.

· A POSTER or picture summarizing the issue. (Click to see a sample)

The sample poster board is that of a science fair exhibit—this of course Social Studies, so note the following changes going counter-clockwise starting at the project title.

§ The Project title should be the same as this web quest and then the group members’ names.

§ The “Problem/Purpose” section is the topic of this web quest.

§ Instead of the Hypothesis section, this section will be “The Causes of the Quartering Act”, i.e.

Why did the British make this law?

§ Eliminate the procedure section.

§ “Science Fair Board Layout” (bottom-middle) will be the recommendation that your group chose and why.

§ Eliminate the “Recommendations section.

§ The “Conclusions section” states the 3 recommendations that your group came up with.

§ The “Results section” states the 3 effects that the Quartering act had upon the Colonies and Colonists.

§ The middle “graphics and data” section, find an appropriate picture or graphic to enhance your poster. Use either the last link under the resources section, or one of the search engines to find an image—IT MUST BE A RELEVANT IMAGE, something that relates to what you are doing.

PROCESS

The class will be divided you into groups of four.

Go to the PPA (Public Policy Analyst) and complete the worksheets using the internet sources as a basis to complete the task, which is your report and poster. There must be evidence of work that was done on all 5/6 worksheets in your final report and poster. All the steps in the worksheet process must be included on the poster board: Identify and define the problem, evidence of the problem, causes of the problem, 3 public policies or solutions to the problem, and an evaluation and choice of the most effective public policy or solution that your group chose. Attach the completed worksheets to the final report: You will use these worksheets as resource material to complete your task assignments. Each step may be an outline for you poster and report.

1. Identify and define the problem of having troops in your home in New York City in 1765: http://www.maxwell.syr.edu/plegal/TIPS/worksheet1.html

2. Gather evidence of the problems that having troops in peoples homes caused in Colonial America in 1765 and complete worksheet:

http://www.maxwell.syr.edu/plegal/TIPS/worksheet2.html

3. Identify causes of the Quartering Act (1765) using the worksheet found at the website:

http://www.maxwell.syr.edu/plegal/TIPS/worksheet3.html.

4. Create three of your own public policies that will address the social problem of having troops in private homes. Use the worksheets found at:

http://www.maxwell.syr.edu/plegal/TIPS/worksheet4.html and http://www.maxwell.syr.edu/plegal/TIPS/solutions.html

5. Finally, evaluate the effectiveness of your public policy solutions and select the best solution to solve the problem of the government being able to have troops be put into peoples homes today by using the worksheet found at the website:

http://www.maxwell.syr.edu/plegal/TIPS/worksheet6.html

RESOURCES

Public Policy Analyst (PPA) Website

http://www.maxwell.syr.edu/plegal/tips.html

Search Engines

www.google.com

www.yahoo.com

www.askjeeves.com

SPECIFIC WEB SITES

1. Background of the Townshend Acts

2. Background of the Quartering act and how it affected North Carolina

3. The 3rd Amendment to the Constitution and an explanation of it

4. Housing troops even after the 3^rd Amendment

5. Primary Source: Text of the Quartering Act of 1765

6. Explanation and description of the Quartering Act of 1765

7. Explanation and description of the 3^rd Amendment

8. Brief Summary of the Quartering Act

9. images

EVALUATION

Upon completion of your report, each group will be graded based upon:

A) The amount of information gathered

B) The quality of the information gathered and

C) How well the report was presented in the poster and the written report, pictures and graphs.

Troops in our Homes---PPA PRESENTATION EVALUATION RUBRIC:

	3	2	1
Content	Writing shows in depth understanding of the social problem	Shows understanding through explicit references to the social problem	Shows understanding through implicit references to the social problem
Organization	Clear, elaborate sentence structure; gives background, analysis, and persuasive evidence for new policy	Writing varies length of sentences; gives some background, analysis, and partly persuades with some evidence	Writing uses basic sentence structure; news story gives little or no background or analysis, and does not support new policy

Collaboration	There is strong evidence that all group members participated equally	There is some evidence that all group members participated equally	There is little or no evidence that all group members participated equally
Visual Piece	Poster or Picture is appealing; images represent the themes in the report	Poster or Picture captures the social issue but is not as relevant as category 3	Poster or Picture does not capture the social problem or the themes of the report

CONCLUSION

From this web quest you should have learned the reasons why the British government enacted the Quartering Act of 1765. You have evaluated the problems that the Quartering Act of 1765 created and you have developed policies that work to solve the problem of having troops in private homes. You have also learned the role of historian and public policy analyst. These social scientists look to the past to find lessons that apply to the present. Thanks for your participation in this web quest. Let’s hope you will become a public policy analyst

NEW YORK CITY AND STATE STANDARDS

ELA Standards

c	Read and comprehend informational materials.
a	Produce a report of information.
b	Participate in group meetings.
a	Demonstrate an understanding of the rules of the English language in written and oral work.
b	Analyze and subsequently revise work to improve its clarity and effectiveness.
a	Respond to non-fiction, fiction, poetry, and drama using interpretive and critical processes.

Social Studies Standards

Students will:

Standard 1 Key Ideas 1 2 3 4 Alternate Assessment for Students with Severe Disabilities	History of the United States and New York 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 2 Key Ideas 1 2 3 4 Alternate Assessment for Students with Severe Disabilities	World History use a variety of intellectual skills to demonstrate their understanding of major ideas, eras, themes, developments, and turning points in world history and examine the broad sweep of history from a variety of perspectives.
Standard 3 Key Ideas 1 2 Alternate Assessment for Students with Severe Disabilities	Geography use a variety of intellectual skills to demonstrate their understanding of the geography of the interdependent world in which we live—local, national, and global—including the distribution of people, places, and environments over the Earth’s surface.
Standard 4 Key Ideas 1 2 Alternate Assessment for Student with Severe Disabilities	Economics use a variety of intellectual skills to demonstrate their understanding of how the United States and other societies develop economic systems and associated institutions to allocate scarce resources, how major decision-making units function in the U.S. and other national economies, and how an economy solves the scarcity problem through market and nonmarket mechanisms.
Standard 5 Key Ideas 1 2 3 4 Alternate Assessment for Students with Severe Disabilities	Civics, Citizenship, and Government 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 U.S. Constitution; the basic civic values of American constitutional democracy; and the roles, rights, and responsibilities of citizenship, including avenues of participation.

http://www.emsc.nysed.gov/ciai/socst/socstands/socstand.html