DAgnello


 * Annotated Text Set **


 * Context for using the text set: ** The text sets provided below are intended to extend the perspectives of student’s understandings of the American Revolution. This unit on the American Revolution is compiled for a High School Junior American History class on an Advanced level.
 * A. Print Resources: **
 * Text #1: //Johnny Tremain// **
 * ** Citation: ** Forbes, Esther. (1943). //Johnny tremain//. New York, New York: Esther Forbes Hoskins.
 * ** Text Summary: ** //Johnny Tremain// is a young teen who lives through the American Revolution. Significant Events prior, during, and after the war are accounted for on a personal level, as shown through //Johnny Tremain//’s experiences. He works as a printer for the Lapham Familiy owned newspaper //The Observer//, whose been given business by John Hancock. War escalates, and //Johnny Tremain// witnesses the Boston Massacre and the battles at Lexington and concord. Johnny changes his views of England with the rest of the American Whigs. The novel demonstrates the transition of America, through a first hand account.
 * ** Rationale: ** //Johnny Tremain// is a light read that accounts for the events that we will study in class. If students read the novel over the course of the unit, the curriculum will parallel with the book. America is represented through //Johnny Tremain//’s maturity and growth as he questions his human rights and his relationship with Great Britain. These are important concepts that can be constructed over time along with the other diverse set texts.
 * ** Use of text: ** The text should be used as a complimenting component with the other coursework and lecture. I would ask students to read this novel and compare the events in the story to the real facts in class and how they work together.
 * ** Attachment: ** Novel is too long to be attached.
 * Text #2: Thomas Paine: //Common Sense// **
 * ** Citation: ** Paine, Thomas M. (1776). //Common sense//. //Archiving early america//, Retrieved March 8, 2010 from [] /milestones/commonsense/text.html
 * ** Text Summary: **// Common Sense // is Thomas Paine’s influential pamphlet. It reached mass amounts of colonists in Taverns and other places of congregation. Thomas Paine passionately wrote of the necessity for the breaking of all ties with Great Britain. The pamphlet greatly persuaded colonists to unite behind a common cause.
 * ** Rationale: ** This text was used for my extended anticipation guide. //Common Sense// can be utilized to inform students about the colonial attitudes towards Great Britain, and how propaganda, like //Common Sense//, influenced this mind set.
 * ** Use of text: ** I would ask the students to create an extended anticipation guide. Students should use the M&MDAVIS system to break down the text. Some students may change perspectives after reading the text as demonstrated in my completed anticipation guide. I would review the text with the class after as I host a small debate and conversation concerning the reading.
 * ** Attachment: See attachment #1 for a copy of this text **


 * Text #3: //Paul Revere’s Ride// **
 * **Citation:** Lonfellow, Henry W. (1861, January). //Paul revere's ride//. //The Atlantic Monthly//.
 * **Text Summary:** Longfellow first published this poem in the //Atlantic Monthly// in Boston. The Poem depicts Paul Revere’s famous ride through Middlesex County, Boston to warn the Patriots of the British troop movement by sea.
 * **Rationale:** The poem is an engaging and easy read for the students. It gives a fictional account of this historical event, but some very important facts are presented. The British movement of troops through Massachusetts toward soldiers stationed with ammunition in Concord is accounted for in this Poem. It is an event that led to the first battle of the Revolution.
 * **Use of text:** I would ask students to find out what is probably fictional and what is relevant to the events of the Revolution. The poem is an engaging text. There is also a cartoon of this poem that can be watched as supplement to the poem’s text, however I did not include it in my media resource selection.
 * ** Attachment: See attachment #2 for a copy of this text **
 * Text #4: Newport Mercury **
 * **Citation:** A Message from london. (1774, July 4). //The Newport Mercury (Numb 529)//, 1-2.
 * **Text Summary:** //The Newport Mercury// is a newspaper that was in circulation throughout the 18th century. Copies of the articles can be found in the microfilm archive on the second floor of the URI Library. This particular text was printed in the Mercury two years prior of the signing of //The Declaration of Independence.// It was a message from a British man, warning the colonies that their rebellious actions would not be tolerated any longer. It warned of impending consequences.
 * **Rationale:** This text gives the English side of the story. This is an account that is not taken into consideration in many high school history classes. To understand the Colonists it is imperative to understand the British. //The Newport Mercury// does both.
 * **Use of text:** I would ask students to read the newspaper and attempt to see the causes of the revolution as a devils advocate. Students should take the side of the British to understand why they did what they did. This text is a plea from Britain to use diplomacy over violence.
 * ** Attachment: See attachment #3 for a copy of this text **


 * Text #5: Declaration of Independence **
 * **Citation:** Jefferson, Thomas M. (1776, July 4). //The Declaration of independence text version//. Retrieved from [] /earlyamerica/freedom/doi/text.htm.
 * **Text Summary:** //The Declaration of Independence// was written by Thomas Jefferson and a congress of state representatives, in order to officially break ties with England. Issues of English Tyranny are declared as an oppression of Colonial Human Rights. John Locke’s ideas greatly influenced this text.
 * **Rationale:** This is a primary source that is of the utmost importance to U.S. History. The Declaration of Independence should be well understood by students because it is the culmination of colonial frustration with England, and it shows how Americans no longer identified themselves as British.
 * **Use of text:** I would ask students to read the Declaration of Independence with me in class. An overhead projector can be used with handouts of the text to cooperatively read. My history teacher required that all students memorized the first two parts of the document. I think that this is unnecessary however students should take specific notice of the grievances acknowledged by Jefferson and Congress. The Declaration lists specific problems that colonies had with the Crown’s diplomacy. Students should understand each of these problems and how they affected the colonies economically, politically, and socially.
 * ** Attachment: See attachment #4 for a copy of this text **
 * B. Media Resources **
 * Text #6: Paul Revere’s Engraving of the Boston Massacre **
 * **Citation:** Revere, Paul. Archiving Early America. (1996-2010). //The bloody massacre.// Retrieved March 8, 2010 from [|http://www.earlyamerica.com/review/winter96/enlargeme] [|nt.html]
 * **Text Summary:** Paul Revere depicted the Boston Massacre on an engraving, which was published in various colonial newspapers. It depicts the event that led British Troops to fire upon a colonial mob in Boston. The picture shows the troops shooting and killing innocent men and women outside the State House.
 * **Rationale:** This picture was another influential piece of propaganda as it showed the British troops as barbaric killers. It greatly influenced the sentiment of Colonists towards England.
 * **Use of text:** I would ask the students to analyze the picture. By using the overhead projector I can show the entire class the image at once. I would cover ¾ of the picture with a piece of paper. I would then ask students to analyze one section of the paper and notice important things. There are noticeable metaphors if studied closely. The students should notice the importance of the sky, the colors used, the state house, and the troops attacking in front of “Butcher Hall.” This should be understood by students as propaganda used to tell one side of the Boston Massacre story from Revere to Colonists.
 * ** Attachment: See Attachment # 5 for a copy of this text. **


 * Text #7: 1776 The Musical **
 * **Citation:** oz22verizon. (2008, February 13). A bit of inspiration [Video File]. Retrieved on March 8, 2010 from []
 * **Text Summary:** 1776 is a musical that follows John Adams and Benjamin Franklin to Philadelphia in order to unite the colonies in congress to produce a Declaration of Independence. The movie demonstrates the incredible struggle of getting colonial representatives to agree on what should be included in the Declaration.
 * **Rationale:** This movie is very entertaining as it also includes numerous key concepts and events that went into the making of Declaration of Independence. 1776 effectively portrays the long and conflicting process that was the birth of the Declaration.
 * **Use of text:** I would ask students to watch this movie in class or possibly at home. There are certain things that students should recognize. In this particular clip Dickonson from Pennsylvania and John Adams from Massachusetts are disagreeing over the idea of Independence. I would ask students to consider each persons viewpoint, as they are reflective of many colonials swaying perception of England. Dickinson wishes to stay apart of the most powerful empire on Earth so the colonies can share her benefits and protection. He wishes to keep the status quo to ensure protection of property, as he would rather diplomatically resolve situation, seeing military defeat over Britain as a near impossible task. John Adams refers to crippling taxes, cruel oppressions, and abolished rights as a platform for independence. Students should be able to understand how these conflicting views should be considered. I would ask students to discuss whether or not America should have declared her Independence.
 * ** Attachment: N/A **
 * C. Online interactive resources **
 * Text #8: Liberty! The American Revolution: Road to Revolution Game **
 * **Citation:** Brady, Timothy. (Photographer). (2004). //The Road to revolution game//. [Web]. Retrieved from http://www.pbs.org/ktca/liberty/road.html
 * **Text Summary:** This is a multiple-choice game taken from the PBS website. There are several multiple questions that are asked in reference to a time period given. The questions ask for events, places, and people in a sequential order leading to Revolution.
 * **Rationale:** I feel like this would be a fun way for students to test what they know online. It’s also a diverse way for students to interact with material they’ve learned. If students can answer these questions with ease, than they probably understand various important parts of the unit.
 * **Use of text:** I would ask students to use this text as a fun way to test what they should already know. Also, I would ask students to explore the website and bring in any additional links that they found beneficial to their understanding of the curriculum.
 * ** Attachment: N/A **


 * Text #9: Mrs. Newmark’s Games and Quizzes for the Revolutionary War Unit. **
 * ** Citation: ** Newmark, Betsy. (Photographer). (2001). //Chapter four jeopardy-like game on the road to revolution//. [Web]. Retrieved from http://home.att.net/~betsynewmark/1ADVUSHQuizzes.htm
 * **Text Summary:** A list of quizzes and games presented on this webpage and are organized by chapters covered in class. There are quizzes and games that require students to list events in order, match events and battles, and there is also a Jeopardy-like game. The Jeopardy game is what I would like to utilize in class while the other games could be optional assignments.
 * **Rationale:** By utilizing the Jeopardy-like game I can do many things as a teacher. The game gives diversity to the lesson plan, and it brings a fun interactive element into the classroom. The game covers key people, events, places, and quotes.
 * **Use of text:** I would use this game as a review before the unit test. I would ask students to split themselves into two teams. To make it more interesting I would make it into a war game. One team could represent the British Red Coats and the other team could represent the American Patriots. After the class splits into teams I would ask students to take turns answering the questions for team points. The winning team will be given extra credit and candy as a reward. The losing team will still get candy.
 * ** Attachment: N/A **


 * D. Instructional Resources **
 * Text #10: Learning With Ease: Teachers Guide **
 * **Citation:** //Overview of the american revolution: A teacher’s guide.// Retrieved March 8, 2010 from Learning With Ease Website at __ [] __ __/teachersguide.cfm__
 * **Text Summary:** Learning With Ease is a publishing company at Notre Dame. This website is a teacher’s guide for studying the events, battles, and people of the Revolutionary War. It features the staircase method, a color-coded, chronological system for logical and simple study of events and people of the time. It includes detailed teaching instructions, guide sheets with answers, objectives, materials, instructional procedures, and discussion suggestions.
 * **Rationale:** This website is a useful tool for myself as a teacher because it gives tips on how to present the material to the students in an engaging manner. It includes music and art, primary documents, slide show presentations, and group lesson plan ideas. The staircase method is a very organized way to incorporate subject matter to the students.
 * **Use of text:** I can use this website’s material in my classroom, or I can build off it and create something new from ideas that are presented. I can possibly use small groups to rotate around stations around the room. There can be a primary document station where they look at the //Newport Mercury,// and another where they listen to music from the era.
 * ** Attachment: See Attachment #6 for the webpage. **

The intent of this unit is to accurately depict the struggle that was the American Revolution. The war was a product of the colonials changing identification with Great Britain through the causes and effects of Britain’s encroachments and Colonial reactions. Students should notice the shift from Colonies into an American Nation. //Common Sense, The Declaration of Independence//, and the //Newport Mercury//, should be used as primary source documents for an insight on the colonial mindset, as well as the Paul Revere’s propaganda engraving. The poem of //Paul Revere’s Ride// and the movie //1776// should be used to build on prior knowledge, as it should provide a diverse and engaging perspective for students. During the study of these texts, the novel //Johnny Tremain,// will be used to provide a hands on account of the Revolution as it parallels with the units progression. At the end of the unit, online and in class games can be utilized as fun review. I can use the teaching guide from Learning With Ease as a guide to build my lesson plans during the course of the unit.
 * Using these texts together in the classroom: **
 * Learning Objectives: **
 * Rhode Island Grade Span Expectations (GSEs) for Civics & Government and Historical Perspectives/R.I. History: Grades 9-12, Extended Learning**

1. **Content:** HP 1 (9-12) -2: Students interpret history as a series of connected events with multiple cause-effect relationships by… - a. explaining cause and effect relationships in order to __sequence and__ __summarize events, make connections between a series of events, or__ __compare/contrast events__
 * HP 1: ** **History is an account of human activities that is interpretive in nature.**
 * 2.** **Reading: (R-10-8)** Analyze and Interpret Text: -by citing evidence as appropriate by explaining connections across texts.