Sebastian+Noordzy


 * Name: ** Sebastian Noordzy


 * Context for using the text set: ** (Grade 11, American Revolution, Accelerated learners)


 * Content Objective: **
 * ** Aligned to X Content Standard ** [|CCSS.ELA-LITERACY.RH.11-12.6]


 * Reading/Thinking Objective: **
 * ** Aligned to X Common Core ELA Standard ** [|CCSS.ELA-LITERACY.RI.11-12.6]


 * A. Print Resources: **
 * Text #1: **
 * Citation: McCullough, D. (2005). //1776//. New York: Simon and Schuster.
 * Text Summary: This book goes into detail about the year 1776 and all the events that took place in the American Revolution
 * Rationale: I chose this text because it is written by a leading scholar and can teach students of higher level reading more about the little details of the American Revolution Use of text: I would have students use this text to see what one of the leading scholars in the field has to say about the American Revolution.


 * Text #2: **
 * Citation: Paine, T. (n.d.). Common Sense. //ushistory.org//. Retrieved March 31, 2014, from []
 * Text Summary: This pamphlet by Thomas Paine argues against the British Crown in colonial America and paves way for the American Revolution for the average citizen
 * Rationale: I chose this piece because it is important for the piece of Enlightenment thought and it was important primary source for the average person
 * Use of text: I would ask the students their thoughts on the text and see if they agree, or disagree with Paine’s arguments.
 * Attachment: See attachment #2 for a copy of this text


 * Text #3: **
 * Citation: // United States history // . (2010). Upper Saddle River, N.J.: Pearson / Prentice Hall.
 * Text Summary: This textbook gives information about the beginning of the USA, to the present time
 * Rationale: I chose this because students can use this to define academic language for my students and give them visuals and other things for them to learn better
 * Use of text: I would allow students to use this as a reference to look up quick facts about a topic and better understand some of the events that took place in a certain time.


 * Text #4: **
 * Citation: American Revolution: Flags and Fliers. (n.d.). //History.com//. Retrieved March 31, 2014, from []
 * Text Summary: This political cartoon shows the 13 colonies separated in the form of a snake and says “join or die.”
 * Rationale: I chose this because it is a primary source document that preaches to the American citizen to join the revolutionary cause.
 * Use of text: I will ask my students to interpret the meaning of this cartoon by teaching them how to read a political cartoon and using context from class discussion.
 * Attachment: See attachment #4 for a copy of this text


 * Text #5: **
 * Citation: Jefferson, T. (n.d.). The Declaration of Independence: A Transcription. //National Archives and Records Administration//. Retrieved March 28, 2014, from []
 * Text Summary: This is the document that told Great Britain that American was going to be free from British rule and self govern itself.
 * Rationale: I chose this because it was an important part of the American Revolution and it gave a list of grievances towards the British crown.
 * Use of text: I will ask my students to annotate this text and apply the list of grievances to present day United States politics.
 * Attachment: See attachment #5 for a copy of this text


 * B. Media Resources **


 * Text #6: **
 * Citation: Disney Educational Productions (n.d.). Schoolhouse Rock!: America - The Shot Heard 'Round the World [Video file]. Retrieved from []
 * Text Summary: This is a Schoolhouse Rock! Video that explains the events of the American Revolution in a song.
 * Rationale: I chose this because it is an easy and catchy song that can give the students an easy visual about the events of the Revolution.
 * Use of text: I will ask my students to use this video as a way to visually tie together all of the events in the American Revolution.


 * Text #7: **
 * Citation: Trumbull, J. (n.d.). //Surrender of Cornwallis// [Painting]. Retrieved from []
 * Text Summary: This painting shows General Cornwallis surrendering to the American troops after the Battle of Yorktown.
 * Rationale: I chose this picture because it shows an important part of the American Revolution and the surrender of British troops to America.
 * Use of text: I would ask students to analyze this picture and see how troops surrendered to other troops in the past as opposed to present day.
 * Attachment: See attachment #7 for a copy of this text


 * C. Online interactive resources **
 * Text #8: **
 * Citation: []
 * Text Summary: This is a quick online quiz that gives a map of the 13 colonies and gives questions that coincide with different areas during the Revolution.
 * Rationale: I chose this because it tests the knowledge of students and see the different material that they need to review
 * Use of text: I would ask students to take this quiz as a review for an upcoming quiz or test. They can use this to see different events in different locations.
 * Attachment: []


 * Text #9: **
 * Citation: []
 * Text Summary: This interactive museum shows the life of Benjamin Franklin and all of his life accomplishments.
 * Rationale: I chose this because Benjamin Franklin was an important figure in the American Revolution and an important American figure.
 * Use of text: I would ask students to go through this interactive website and try and find answers to a quiz or scavenger hunt.
 * Attachment: []


 * D. Instructional Resources **
 * Text #10: **
 * Citation: []
 * Text Summary: This is a lesson plan that makes students analyze a Revolutionary poems, as well as look at academic vocabulary of “Revolutionary Tea.”
 * Rationale: I chose this lesson plan because I think it is important for students to be able to read a poem and analyze it. It is a primary source document as well as an English lesson that can be effective for students who are better at English than History.
 * Use of text: I would ask students to analyze this text and then discuss the biases in the poem, as well as the different academic vocabulary.


 * Which texts/tasks selected for each type of learners: ** (indicate by listing the # of each resource selected for that population)


 * Students with Matchup Assets: #1, #2, #5
 * Students with Matchup Gaps: #3, #6
 * Students with Mismatches: #3, #6, #8
 * Non-native English speakers: #4, #7, #8


 * Using these texts together in the classroom: **

From the beginning of making this text set, I’ve come to the realization that not every student would read every text. The book and long articles would have students stray away from reading them. I included visuals, videos, short articles, and interactive websites to foster learning for students who do not want to sit down and read long arduous texts. These visuals and texts would help students gain a better understanding of important events during the American Revolution.

**#4**

When in the Course of human events, it becomes necessary for one people to dissolve the political bands which have connected them with another, and to assume among the powers of the earth, the separate and equal station to which the Laws of Nature and of Nature's God entitle them, a decent respect to the opinions of mankind requires that they should declare the causes which impel them to the separation. We hold these truths to be self-evident, that all men are created equal, that they are endowed by their Creator with certain unalienable Rights, that among these are Life, Liberty and the pursuit of Happiness.--That to secure these rights, Governments are instituted among Men, deriving their just powers from the consent of the governed, --That whenever any Form of Government becomes destructive of these ends, it is the Right of the People to alter or to abolish it, and to institute new Government, laying its foundation on such principles and organizing its powers in such form, as to them shall seem most likely to effect their Safety and Happiness. Prudence, indeed, will dictate that Governments long established should not be changed for light and transient causes; and accordingly all experience hath shewn, that mankind are more disposed to suffer, while evils are sufferable, than to right themselves by abolishing the forms to which they are accustomed. But when a long train of abuses and usurpations, pursuing invariably the same Object evinces a design to reduce them under absolute Despotism, it is their right, it is their duty, to throw off such Government, and to provide new Guards for their future security.--Such has been the patient sufferance of these Colonies; and such is now the necessity which constrains them to alter their former Systems of Government. The history of the present King of Great Britain is a history of repeated injuries and usurpations, all having in direct object the establishment of an absolute Tyranny over these States. To prove this, let Facts be submitted to a candid world. He has refused his Assent to Laws, the most wholesome and necessary for the public good. He has forbidden his Governors to pass Laws of immediate and pressing importance, unless suspended in their operation till his Assent should be obtained; and when so suspended, he has utterly neglected to attend to them. He has refused to pass other Laws for the accommodation of large districts of people, unless those people would relinquish the right of Representation in the Legislature, a right inestimable to them and formidable to tyrants only. He has called together legislative bodies at places unusual, uncomfortable, and distant from the depository of their public Records, for the sole purpose of fatiguing them into compliance with his measures. He has dissolved Representative Houses repeatedly, for opposing with manly firmness his invasions on the rights of the people. He has refused for a long time, after such dissolutions, to cause others to be elected; whereby the Legislative powers, incapable of Annihilation, have returned to the People at large for their exercise; the State remaining in the mean time exposed to all the dangers of invasion from without, and convulsions within. He has endeavoured to prevent the population of these States; for that purpose obstructing the Laws for Naturalization of Foreigners; refusing to pass others to encourage their migrations hither, and raising the conditions of new Appropriations of Lands. He has obstructed the Administration of Justice, by refusing his Assent to Laws for establishing Judiciary powers. He has made Judges dependent on his Will alone, for the tenure of their offices, and the amount and payment of their salaries. He has erected a multitude of New Offices, and sent hither swarms of Officers to harrass our people, and eat out their substance. He has kept among us, in times of peace, Standing Armies without the Consent of our legislatures. He has affected to render the Military independent of and superior to the Civil power. He has combined with others to subject us to a jurisdiction foreign to our constitution, and unacknowledged by our laws; giving his Assent to their Acts of pretended Legislation: For Quartering large bodies of armed troops among us: For protecting them, by a mock Trial, from punishment for any Murders which they should commit on the Inhabitants of these States: For cutting off our Trade with all parts of the world: For imposing Taxes on us without our Consent:  For depriving us in many cases, of the benefits of Trial by Jury: For transporting us beyond Seas to be tried for pretended offences For abolishing the free System of English Laws in a neighbouring Province, establishing therein an Arbitrary government, and enlarging its Boundaries so as to render it at once an example and fit instrument for introducing the same absolute rule into these Colonies: For taking away our Charters, abolishing our most valuable Laws, and altering fundamentally the Forms of our Governments: For suspending our own Legislatures, and declaring themselves invested with power to legislate for us in all cases whatsoever. He has abdicated Government here, by declaring us out of his Protection and waging War against us. He has plundered our seas, ravaged our Coasts, burnt our towns, and destroyed the lives of our people. He is at this time transporting large Armies of foreign Mercenaries to compleat the works of death, desolation and tyranny, already begun with circumstances of Cruelty & perfidy scarcely paralleled in the most barbarous ages, and totally unworthy the Head of a civilized nation. He has constrained our fellow Citizens taken Captive on the high Seas to bear Arms against their Country, to become the executioners of their friends and Brethren, or to fall themselves by their Hands. He has excited domestic insurrections amongst us, and has endeavoured to bring on the inhabitants of our frontiers, the merciless Indian Savages, whose known rule of warfare, is an undistinguished destruction of all ages, sexes and conditions. In every stage of these Oppressions We have Petitioned for Redress in the most humble terms: Our repeated Petitions have been answered only by repeated injury. A Prince whose character is thus marked by every act which may define a Tyrant, is unfit to be the ruler of a free people. Nor have We been wanting in attentions to our Brittish brethren. We have warned them from time to time of attempts by their legislature to extend an unwarrantable jurisdiction over us. We have reminded them of the circumstances of our emigration and settlement here. We have appealed to their native justice and magnanimity, and we have conjured them by the ties of our common kindred to disavow these usurpations, which, would inevitably interrupt our connections and correspondence. They too have been deaf to the voice of justice and of consanguinity. We must, therefore, acquiesce in the necessity, which denounces our Separation, and hold them, as we hold the rest of mankind, Enemies in War, in Peace Friends. We, therefore, the Representatives of the united States of America, in General Congress, Assembled, appealing to the Supreme Judge of the world for the rectitude of our intentions, do, in the Name, and by Authority of the good People of these Colonies, solemnly publish and declare, That these United Colonies are, and of Right ought to be Free and Independent States; that they are Absolved from all Allegiance to the British Crown, and that all political connection between them and the State of Great Britain, is and ought to be totally dissolved; and that as Free and Independent States, they have full Power to levy War, conclude Peace, contract Alliances, establish Commerce, and to do all other Acts and Things which Independent States may of right do. And for the support of this Declaration, with a firm reliance on the protection of divine Providence, we mutually pledge to each other our Lives, our Fortunes and our sacred Honor. // The 56 signatures on the Declaration appear in the positions indicated: //
 * #5 **
 * IN CONGRESS, July 4, 1776. **
 * The unanimous Declaration of the thirteen united States of America, **
 * Column 1 **  **Georgia:**  Button Gwinnett  Lyman Hall  George Walton
 * Column 2 **  **North Carolina:**  William Hooper  Joseph Hewes  John Penn **South Carolina:**  Edward Rutledge  Thomas Heyward, Jr.  Thomas Lynch, Jr.  Arthur Middleton
 * Column 3 **  **Massachusetts:** John Hancock **Maryland:** Samuel Chase William Paca Thomas Stone Charles Carroll of Carrollton **Virginia:** George Wythe Richard Henry Lee Thomas Jefferson Benjamin Harrison Thomas Nelson, Jr. Francis Lightfoot Lee Carter Braxton
 * Column 4 **  **Pennsylvania:**  Robert Morris  Benjamin Rush  Benjamin Franklin  John Morton  George Clymer  James Smith  George Taylor  James Wilson  George Ross **Delaware:**  Caesar Rodney  George Read  Thomas McKean
 * Column 5 **  **New York:**  William Floyd  Philip Livingston  Francis Lewis  Lewis Morris **New Jersey:**  Richard Stockton  John Witherspoon  Francis Hopkinson  John Hart  Abraham Clark
 * Column 6 **  **New Hampshire:**  Josiah Bartlett  William Whipple **Massachusetts:**  Samuel Adams  John Adams  Robert Treat Paine  Elbridge Gerry **Rhode Island:**  Stephen Hopkins  William Ellery **Connecticut:**  Roger Sherman  Samuel Huntington  William Williams  Oliver Wolcott **New Hampshire:**  Matthew Thornton

"The British are coming! The British are coming!"
 * #6 **
 * Lyrics to The Shot Heard 'Round the World ** :

Now, the ride of Paul Revere Set the nation on its ear And the shot at Lexington heard 'round the world When the British fired in the early dawn The War of Independence had begun The die was cast, the rebel flag unfurled

And on to Concord marched the foe To seize the arsenal there you know Waking folks searching all around Until our militia stopped them in their tracks At the old North Bridge we turned them back And chased those Redcoats back to Boston town

And the shot heard 'round the world Was the start of the Revolution The Minutemen were ready, on the move Take your powder, and take your gun Report to General Washington Hurry men, there's not an hour to lose!

Now, at famous Bunker Hill Even though we lost, it was quite a thrill The rebel Colonel Prescott proved he was wise Outnumbered and low on ammunition As the British stormed his position He said, "Hold your fire until you see the whites of their eyes!"

Though the next few years were rough General Washington's men proved they were tough Those hungry, ragged boys would not be beat One night they crossed the Delaware Surprised the Hessians in their lair And at Valley Forge they just bundled up their feet!

And the shot heard 'round the world Was the start of the Revolution The Minutemen were ready, on the move Take your blanket, and take your son Report to General Washington We've got our rights and now it's time to prove

Well, they showed such determination That they won the admiration Of countries across the sea like France and Spain Who loaned the colonies ships and guns And put the British on the run And the Continental Army on its feet again

And though they lost some battles too The Americans swore they'd see it through Their raiding parties kept up, hit and run At Yorktown the British could not retreat Bottled up by Washington and the French Fleet Cornwallis surrendered and finally we had won!

The winner!

Hurray!

From the shot heard 'round the world To the end of the Revolution The continental rabble took the day And the father of our country Beat the British there at Yorktown And brought freedom to you and me and the U.S.A.!

God bless America, let freedom ring!


 * #7 **