Freedom+&+Independence+Assignments

__ This Unit's Big Understandings (Why is this worth understanding?) __

 * 1) People in all parts of the world and and in all times in history and currently have rebelled/are rebelling against oppressors.
 * 2) Nations use peaceful and non-peaceful means of achieving their goals of expansion.

__ This Unit's Essential Questions (What questions will guide us?) __

 * 1) In what ways have groups of people felt oppressed by others?
 * 2) What methods did/do groups use to express their frustrations and ultimately rebel?
 * 3) How are revolutions over the course of history and in all parts the the world similar/different?
 * 4) How do countries gain new territory?

=__Assignment 5- Revolution!__=
 * Task:** Your teachers usually give you questions and you, as a student, have to find the answers. For this assignment, you are going to come up with both the questions AND answers. Why would you do this? It's because coming up with the questions will help you go beyond knowledge and understanding and move you towards critical/creative thinking.
 * Directions:** Often, revolutions have many things in common. Choose any three or four revolutions below and find commonalities among them. As you find things in common, start thinking of questions that match up with these common elements. This means that if you asked the question, you would be able to answer it in the same way for most of the revolutions. Use this organizer to organize your questions and research.

The American Revolution (1775-1783) The Haitian Revolution (1794-1804) The French Revolution (1789-1799) The Russian Revolution (1917) The Cuban Revolution (1956-1959) The Iranian Revolution (1978-1979) The Nicaraguan Revolution (1979) Romanian Revolution (Dec. 16-27, 1989) Libyan Revolution (Feb-Oct, 2011) Mexican Revolution (September 16, 1810 - September 27, 1821) Egyptian Revolution (Jan-Feb 2011) Philippine Revolution (1896-1898) Bangladesh Revolution (March-Dec., 1971) Indian Revolution (1920-1947)

Sources You Can Use:
 * Youtube
 * History.com
 * Wikipedia

=__Assignment 4- Expansion__=

How did the United States go from this in 1750........to this in 2014?
Two main reasons countries expand is to gain new territory for its people to settle or to gain access to new resources (e.g farmland, gold, oil, minerals, water). The questions is how does a country get new territory. We will use the USA as an example of the different ways a country gains new territory through peaceful and non-peaceful ways. In your research of how the USA expanded to what it is today, you must use the following terminology (or the different forms of these words):
 * 1) reservation (noun)
 * 2) cede (verb), cession (noun)
 * 3) secession (noun), secede (verb)
 * 4) annexation (noun), annex (verb)
 * 5) treaty (noun)
 * 6) purchase (verb or noun)

Use this source to find out how the US expanded in the year you were given in class. On Google Earth, add a polygon that shows the area you are researching. For each area you must include the following information in the description :
 * Q: Name of agreement or territory or area?
 * Q: Which area did the USA gain? (use compass directions)
 * Q: How did the US get it? (use term here)
 * Q: Peaceful?/Non-Peaceful?/Both? Why?

=__Assignment 3- Native American/Indigenous Freedom?__= In //Roots//, we learned about how Africans were forced from their homes in Africa and were relocated to new homes in North America and worked as slaves. We also learned about their lives as slaves and how they got their freedom back. We will now focus on another group, the Native Americans and other indigenous groups. What happened to them during the time of slavery (1800s) and what has happened to them now? Did they ever lose their freedom? If so, did they get their freedom back?
 * Directions ** : Choose one native group/tribe from any country in this list (note: the tribe must still exist) and follow the steps below:
 * On Google Earth, put a place mark where this tribe is located now and fill in the information using the example from class. You must use one or more of the phrases below to explain what happened to the native tribe. Use this as an example of what you have to do.
 * forced migration/relocation
 * forced assimilation
 * cultural genocide

=__Assignment 2- Taking Action against Modern Slavery__- Summative Assessment= Now that you have this knowledge about modern slavery, what action can you take to show your knowledge as well as your creative thinking? Brainstorm some ideas of what action you can take. There are many things you can do but whatever you decide you must be able to: You may work on this individually or in pairs, but you will be graded on our rubric separately.
 * **thoroughly** show your knowledge and understanding about one form of modern slavery (//Knowledge//) Examples: Poster, Infographic
 * **create** something that is **original**, **sophisticated** and **elaborate** (//Critical/Creative Thinking//) Examples: Cocoa, Cotton, MTV Backstory
 * find and cite (MLA) **reliable** and **trustworthy** sources (S//kills//)
 * **present** your action to your classmates and the school community
 * Progress**: Your progress will be checked in every class. About 20 minutes per class will be provided to work on this project. You will be given formative feedback in every class leading up to the due date.
 * Due Date:** This assessment must be presented/handed in by Thursday March 27th at 3:30pm so it can be entered into the 3rd Q report card.

=__Assignment 1- Abolition (Yesterday & Today)__= Sources:
 * Part 1-** This is individual work that will be checked.
 * Directions**: How did **old slavery** end? Who were the people/groups involved in ending **old slavery**? You will do some research to help you answer these questions about the end of old slavery around the world **from 1800-1900**. Using the sources below and other **RELIABLE** sources you find, take notes on **three** empires, countries, and/or people of the world that ended slavery in the **1800s**. Make a table in your notes and add appropriate information for each part. Look at the example of what to do.
 * The Age of Abolition
 * Abolitionism
 * Opponents of Slavery

John Brown ||=  ||= 1859 ||=   ||= John Brown was an abolitionist who believed that the only way to end slavery in the southern states in the USA was to use violent methods. He believed that peaceful resistance would not work. In 1859 he was tried for treason for killing 5 pro-slavery Southerners, and was later found guilty of murder and hanged. ||
 * The End of Slavery in the 1800s**
 * = **Country, Empire, or Person** ||=  ||= **When (1800-1900)** ||=   ||= **Description of how/why slavery was abolished or**
 * how the person tried to abolish slavery. (3-5 sentences)** ||
 * = Country Example: USA ||=  ||= 1865 ||=   ||= Before the US civil war, northern states abolished slavery. Many people in the north helped runaway slaves that escaped from the south. After the end of the civil war, which was a war fought over slavery between the northern and southern states, Abraham Lincoln passed a law freeing all the slaves in the United States (north and south). ||
 * = Person Example:
 * = 1. ||=  ||=   ||=   ||=   ||
 * = 2. ||=  ||=   ||=   ||=   ||
 * = 3. ||=  ||=   ||=   ||=   ||

Abolitionists have existed for a long time and still exist today. They are the people that are against slavery and work very hard to rescue or help slaves gain their freedom. Do some research to find out about __three__ **modern day abolitionists (person or group)** who are trying to help slaves today. Make a table in your notes like the one below and fill it in.
 * Part 2-** This is individual work that will be checked.

Abolition in 2014
https://www.freetheslaves.net/ ||=  ||= This group is based in Washington D.C. USA. This group has a website where they describe themselves as people who want to get rid of slavery and change the systems in the world that allow slavery to happen. They work with big companies to get rid of slavery in the companies supply chains. They also work with governments to create effective anti-slavery laws. ||
 * = **Name of person or group and link** ||=  ||= **How is this person/group working to abolish modern slavery? (3-5 sentences)** ||
 * = Example: Free the Slaves
 * = 1. ||=  ||=   ||
 * = 2. ||=  ||=   ||
 * = 3. ||=  ||=   ||

=__**School Year 2012-2013**__= = Big Understanding: Nations use peaceful and non-peaceful means of achieving their goals of expansion. =

=__Assignment 1__= Countries use many different ways to gain new territory. These ways are sometimes peaceful and sometimes not peaceful. Using the following terms, find historical examples that illustrate the meaning of each term. Then judge if each term represents a peaceful or non-peaceful way (or both) of gaining new territory.
 * 1) cede (verb)
 * 2) secession (noun)
 * 3) annexation (noun)
 * 4) treaty (noun)
 * 5) purchase

=

School year 2012= =__Assignment 5- Imperialist Countries__= Use this source to answer the following questions. Then present the information to the class.
 * 1) When did this all happen?
 * 2) Who was the imperial power?
 * 3) Who was dominated?
 * 4) Why was this country/area dominated by the imperial power? Be specific.
 * 5) What are some important events during this time?
 * 6) In your educated opinion, how did this example of imperialism affect the modern world?

= __Assignment 4- Expansion Around the World aka Imperialism (Not Colonialism)__ = In the 1800s and 1900s, many countries began an age of Imperialism. This was different than the age of Colonialism in the 1600s and 1700s.
 * Directions**: Using this source, make a simple poster showing your understanding of the difference between Colonialism and Imperialism. Your poster should explain in **words** and **pictures**, the answers to the following:


 * 1) What is the difference between Colonialism and Imperialism?
 * 2) What are some historical examples of Colonialism and Imperialism?
 * 3) Why did/do some countries engage in Imperialism?

= __Assignment 3- Expansion__ =

...to this (2013)?



 * Directions: Your task is to figure out how the United States expanded from the Treaty of Paris in 1783 to what it is now in 2013. Fill in the table below to figure out the different ways the United States expanded to its present form.**

Mexico for $10 million ||=  || Peaceful ||
 * Highlight, copy, and paste the chart below and add it to your wikipage. Then fill it out using this resource: Interactive Map. (Don't include the Treaty of Paris)**
 * ~ Year ||~  ||~ Which area (N,S,E,W)? Size? (be specific) ||~   ||~ Name & how the territory was gained. ||~   ||~ Peaceful or Non-Peaceful ||
 * 1803 ||  ||   ||   ||   ||   ||   ||
 * 1818 ||  ||   ||   ||   ||   ||   ||
 * ||  ||   ||   || Florida....... ||   ||   ||
 * ||  ||   ||   ||   ||   || Non-peaceful ||
 * = 1853 ||=  ||= Small strip of land in southern USA ||=   ||= Gadsden Purchase: Purchased from
 * = 1853 ||=  ||= Small strip of land in southern USA ||=   ||= Gadsden Purchase: Purchased from
 * = 1853 ||=  ||= Small strip of land in southern USA ||=   ||= Gadsden Purchase: Purchased from
 * My partner was.........**
 * My partner was.........**
 * My partner was.........**

= __Assignment 2- Tweets from the Past__ = **Task:** You are going to write **two** tweets using this site. One will be from one perspective from your revolution and the other will be from one perspective from a revolution presented by your classmates found in our Google+ Community (SS Class Discussion).


 * Steps: **
 * 1) Decide who the tweet is from and find the necessary info needed for the tweet. See sample below from sadams.
 * 2) Fill in the proper info in each field then click submit. If you want to change anything, go back and edit your tweet. Make sure you type in the person's name properly so the site can find a picture of that person. If it can't find a picture of that person, don't worry about it and move on.
 * 3) Once you are happy with your tweet and you've doubled checked it has the necessary info, download and save it as a PDF.
 * 4) Open the PDF and save it as a JPEG.
 * 5) Upload the JPEG to your wiki page.
 * 6) Remember you will upload **two** JPEGs of tweets. One from a person from your revolution and another from a person from another revolution found in our Google+ Community.
 * Grading:** 1 point each for the real location, real date, real name, accurate description, hash tag. **Two tweets = total of 10 points.**
 * Sample: This is the necessary information for each tweet. **

= __Assignment 1- Constitutions Around the World__ =
 * Directions: ** Using the sources below, compare the US Constitution (including the Bill of Rights Amendments) to any other constitution from any other country. ** IN YOUR NOTES **, write down the three to five similarities and/or differences between the US Constitution including the Bill of Rights Amendments and another constitution. You should use these key words and other words to search for information in each constitution:
 * right(s)
 * religion
 * opinion(s)
 * freedom(s)

**Source**:
 * Constitutions Around the World
 * More Constitutions Around the World

=

= =__2011__= =__Assignment 5__= As you know, slavery in the United States ended in 1863 with the passing of the Emancipation Proclamation. But has slavery ended? [|Use this source] to find out how slavery continues in our modern world. In your notes, list the different types of slavery that still exist in our world and explain which one you think is the most serious in our world today. =__Assignment 4__= Directions: Write a **first-person perspective** from the settlers' point of view about Westward Expansion. You will be one of the pioneers in the Manifest Destiny painting. Write a 4-6 sentence paragraph in which you... Write your paragraph in Word or Pages, then annotate the Manifest Destiny painting on your class project page. Include your name(s) so we can grade your work. 8F 8H 8B > Total 10 pts =__Assignment 3__=
 * explain who you are
 * explain why you are going West
 * explain where you are going
 * explain what life was like on the trail (**include the dangers on the trail)**
 * Grading:**
 * explain who you are (1 point)
 * explain why you are going West ( 2 pts)
 * explain where you are going (1 pt)
 * explain what life was like on the trail (**include the dangers on the trail)** (3 pts)
 * Quality and Creativity (3 pts)

**__Part 1__**
1. Imagine you are an American....How would you deal with those tribes in the territories your country gained (peacefully and non-peacefully)?
 * Analyze the map of Native American Tribes below. Then write down your ideas to the two questions below __in your notes__ .**

2. Imagine you are a Native American.....How would you deal with the Americans taking over your territory?



**Part 2:**
Look closely at the painting below. This painting was a powerful image during the period of expansion for the United States, and it is rich with symbolism.

What does the floating white lady represent? What is the overall message being portrayed by this painting? What relationship between the white settlers and Native Americans is shown in this painting? Which perspective does this painting show (Native Americans or White Settlers)? Why
 * Class Discussion Questions about Painting:**

Now post your paragraph on your class project page: 8F 8H 8B
 * Directions:** You will take the **first person perspective** of the Native American group in the painting. You will explain what is happening to you and why. Write a 6-8 sentence paragraph that includes the following information:
 * Name of your tribe. Use the map above and this source and choose a Native American tribe. (1 sentence)
 * Where are you? Figure out where your tribe lives and identify how the US acquired the territory your tribe is in. (2 sentences)
 * Your perspective. Use the same source to explain what is happening to your tribe in the picture. **You must use real historical information about your tribe from the same** source in your explanation. Choose events after **1800.** (3-5 sentences)

Name of tribe- 1 pt Where info- 2 pts Perspective & historical info- 5 pts Quality and Creativity//-// 2 pts Total- 10 pts
 * Example:** //My name is Bald Feather from the Canad tribe and I am riding the horse in the painting//. //My people come from an area in North America that the white man calls Oregon Country in the Northwestern United States. The Americans and the British signed a treaty giving that territory to the Americans. In the painting, we are running back to our village to get more weapons to fight off the white man because.................//
 * Grading:**

=__Assignment 2__=

...to this (2012)?



 * Directions: Your task is to figure out how the United States expanded from the Treaty of Paris in 1783 to what it is now in 2012. Fill in the table below to figure out the different ways the United States expanded to its present form.**


 * Cut and paste the chart below and add it to your wikipage. Then fill it out using this resource: Interactive Map. (Don't include the Treaty of Paris)**


 * ~ Year ||~  ||~ Which area? Size? (be specific) ||~   ||~ Name & how was the territory gained. ||~   ||~ Peaceful or Non-Peaceful ||
 * 1853 ||  || Small strip of land in southern Arizona ||   || Gadsden Purchase: Purchased from Mexico for $10 million ||   || Peaceful ||
 * My partner was.........**
 * My partner was.........**
 * My partner was.........**
 * My partner was.........**
 * My partner was.........**
 * My partner was.........**
 * My partner was.........**

=__Assignment 1__= As we all know, Bangladesh is overpopulated, it doesn't have much natural resources, and there isn't much farmland to grow food for everyone. Imagine you are the leader of Bangladesh. You want to solve these problems using peaceful and/or non-peaceful ways. There are no limits to what your country can or can't do. As long as it is in the realm of possibility (no aliens or laser guns). Follow these steps to come up with a solution to Bangladesh's problems. Your solution should follow this format:
 * 1) **Define** the problem, because you need to know exactly what you're doing before you start doing anything.
 * 2) **Discover** the history of the problem which provides context and clear understanding.
 * 3) **Dream** Envision a future with the problem solved.
 * 4) **Design** your solution to the probelms.
 * 5) **Deliver** the goods. Share your solution.
 * 6) **Debrief**. Evaluation of the process to the solution.

=**2010**= =__Assignment 2__- Civil War Retelling= Directions: Go to Brainpop.com and find the free video titled "Civil War". Watch it and follow these steps.

Step 1: Watch the BrainPop video and fill in the information clearly on your sheet. Step 2: Write a short paragraph (7-10 sentences) that explains the US Civil War using the information you now have on your sheet. Your paragraph should include information about: --when the war started and ended --how the war started --why it started --who the people involved were --other information related to your sheet Step 3: Orally present this paragraph to your classmates telling them about the US Civil War Step 4: As you listen to your classmates, use the back of your sheet to add notes about information that you don't know or didn't have on your sheet.

=__Assignment 1__=
 * Task:** You will create a product that presents two different perspectives about Westward Expansion. One perspective will be the Native American perspective and the other perspective will be the white settlers/pioneers. Your two perspectives can be presented in one of the following ways:
 * Poem (type of poetry must be approved)
 * A script (2-3 pages, 12 pt font, Cambria)
 * IM Chat (2-3, pages, 12 pt font, Cambria)
 * Facebook Conversation (2-3, pages, 12 pt font, Cambria)
 * Diaries/Journals (2 pages)
 * Graphic Novel (needs approval)
 * Phone Texting (2-3, pages, 12 pt font, Cambria)
 * Other? (need approval)


 * Directions:** Use the information we have looked at and studied in class to present the two perspectives. Which ever way you choose to present, it must look authentic. For example, if you choose to have a Facebook conversation, then your product must look like a Facebook page or if you choose IM Chat, it must look like a real IM chat. These are the questions that must be answered in your product for each perspective:


 * White Settlers:**
 * Why move West?
 * What was the experience like? (Positives and negatives)
 * What was your interaction with Native Americans?
 * From your perspective, was America’s drive to move West positive or negative? Explain.


 * Native Americans:**
 * How were you affected by America’s movement West?
 * What was your interaction with whites?
 * From your perspective, was America’s drive to move West positive or negative? Explain.


 * General Information**:
 * Which territorial acquisition is the setting for your product?
 * How did the Americans get this territory?


 * Resources for this assignment:**
 * HA! Chapter 16
 * http://www.museum.state.il.us/exhibits/athome/index.html
 * http://www.campsilos.org/mod2/students/life.shtml
 * http://www.isu.edu/~trinmich/00.n.trailarchive.html
 * http://www.pbs.org/weta/thewest/people/index.htm
 * FaKeBook: http://www.classtools.net/fb/home/page

You will be graded on how **clearly** the answers to the questions come out in your product and the **quality**, **organization,** and **authenticity** of your product. Please look at this score sheet to see how you will be graded:
 * Grading:**

=__**Assignment 4- Revolutions in History**__= Now that you are experts on researching revolutions, it's time to let you loose. Your task is to research and present information about a revolution in history.


 * Due Dates:**
 * (Assignment must be posted **** before class **** in our Google+ Community in the ** SS Class Discussion ** section) **
 * B Block: Tues., April 23 **
 * E&F Block: Wed. April 24 **


 * Step 1**: Using the same Revolt! research organizer fill in all the information necessary to get a good idea about what happened in your chosen revolution. Make sure you also include **primary** **sources** (pictures/video/audio from that revolution)


 * Step 2:** Once all your research is done, you will present your revolution to the class and the world (it will be posted on our Google+ community). This time you have a choice of how to present. These are some ideas...
 * create an infographic online/offline (remember the American Revolution assignment)
 * create and present a dramatic presentation (live or recorded) (remember the modern slavery assignment)
 * create a digital presentation (Prezi, iMovie, Keynote, PowerPoint)
 * Other ideas? Get approval from Mr. Tabbara


 * Grading**: Rubric is here.

The Haitian Revolution (1794-1804) The French Revolution (1789-1799) The Russian Revolution (1917) The Cuban Revolution (1956-1959) The Iranian Revolution (1978-1979) The Nicaraguan Revolution (1979) Romanian Revolution (Dec. 16-27, 1989) Libyan Revolution (Feb-Oct, 2011) Mexican Revolution (September 16, 1810 - September 27, 1821) Egyptian Revolution (Jan-Feb 2011) Philippine Revolution (1896-1898) Bangladesh Revolution (March-Dec., 1971) Indian Revolution (1920-1947)
 * List of Revolutions**
 * (Have a look at students' chosen revolutions here.)**

=__**Assignment 3- Revolt!- The American Revolution (an example)**__= All work will be checked for a grade.
 * Classwork**
 * Step 1:** In groups of three (no groups of four), brainstorm (do not use the internet to do research) answers to the following questions. Write your answers on the poster paper provided. Each student must write his or her name under each answer he/she writes down. You can divide up the questions instead of all working on one question at a time. (Group grade 3 points, 30 minutes)

=
How you would define the word //revolution//? How would you distinguish a revolution from a civil war, an uprising, a rebellion or revolt, or a protest or demonstration? What elements do revolutions and other kinds of conflicts have in common? What elements set them apart? If so, which ones? Can the word revolution be used to mean different things? What examples from history can be called revolutions? ======


 * Step 2:** Each group chooses a spokesperson to share answers to the questions. While others share, each student must take notes on the following: (Individual notes grade 3 points, 20-30 minutes)
 * What information was similar between most of the groups?
 * What information was different between most of the groups?
 * Which historical examples were used by more than one group?


 * Step 3:** Go to dictionary.reference.com and read the definitions of "revolution". Write down in your notes how definition #1 is different than definition #3. Share answers with the class. (individual notes grade 1 point, 5 minutes)

**Step 4:** Class discussion. How similar was your group's definition of //revolution// to the actual definition? (5 minutes)


 * Step 5: ** As you watch the video, take short notes on...
 * how people feel oppressed by others.
 * why and how people rebelled against oppressors.
 * historical examples of revolutions.


 * Step 6**: View this slideshow and answer the following questions in your notes (individual notes grade, 4 points) :
 * 1) What are the commonalities and differences between and among these uprisings?
 * 2) Without the captions, what story do these photographs tell? If you had not read the captions, what would you think that this slide show was about? Why?
 * 3) Do all of the events included in this slide show fit our definition of revolution? If not, which ones do not fit our definition and why?
 * 4) What questions do you come away from this slide show with? Which of these events would you like to know more about?


 * Step 7:** Using the Revolt! research and note organizer, research the American Revolution. This revolution will be used to model what you will do for your own research for another revolution. Search for sources to fill out the organizer. You can also start your search using these sources:
 * American Revolution for Kids
 * Digital History
 * American Revolution Timeline
 * Shmoop- Written in Student Speak
 * Awesome Stories

5 points= Notes show complete details with historical examples/evidence, sources clearly listed (don't need to be in MLA) 4 points= Notes show some details with a few historical examples/evidence, some sources listed 0-3 points= Notes are incomplete.
 * Grading for notes**

Using all the information you have collected, create an infographic that presents information about the American Revolution. Follow these simple rules to create a great infographic. An infographic must...
 * Step 8:**
 * have a beginning, middle and end (it should tell a story from top to bottom). Example here.
 * a balance of information and graphics (using easy to read and see text, fonts, colors, images, icons). Example here.
 * be well organized and be easy to read and follow. Example here and here
 * have citations included near the bottom. Example here.

Use these links to help you come up with ideas for your infographic and to create infographics online and offline. =American Revolution Infographic Rubric=
 * An infographic about infographics
 * Pinterest Infographic Samples
 * Visually (Samples and infographic creator)
 * Infogram (Infographic creator )
 * Piktochart (Infographic creator and tutorial)
 * Google Drive Drawing App
 * Pages, Adobe Apps, Word, Glogster

=__Assignment 2- Modern Slavery__=
 * Directions**: You will present your knowledge of one type of modern slavery through a dramatic performance based on MTV's Backstory videos we watched in class. In your 1-2 minute performance, you will have one narrator and 2 or 3 performers.


 * Rubric**: Click [[file:Mod Sla Perf Rubric.pdf|here]] for the rubric.

=__Assignment 1- The End of Slavery?__=
 * Steps:**
 * 1) In your group, decide which type of modern slavery you want to show.
 * 2) Now do research to learn more about this type of slavery. You must do this stage. Use the resources section to help you in your research. You **must submit** your research for approval before moving on to step 3.
 * 3) Decide on the narrator and the roles you will show.
 * 4) Start writing the script for the performance. Your script should clearly show the research you did in step 2 and...
 * the script narration should tell the story of one person trapped in your type of slavery
 * the script should clearly show how/why the person ended up in his/her situation
 * the script should clearly show the person working in that type of slavery
 * the script should match the movements of the performers and, if you accept the challenge, the script should have some rhyming and rhythm
 * you **must submit** your script for approval before moving on to step 5
 * 1) Plan out the actions that match your script.
 * 2) Practice the performance and present it to the class.
 * Directions**: Look through this list of abolition dates and find the dates when each empire officially ended slavery and/or its involvement in the slave trade. Discuss the following questions with your neighbour and jot down answers to these questions in your notes.
 * 1) What are some things that surprised you about this list and the dates?
 * 2) Between which years did most countries abolish slavery? Why do you think this all happened during this time period?
 * 3) Using this page, choose one abolitionist from this page. Prepare a short 4-6 sentence paragraph about **who** this person was, **how** he/she tried to end slavery, and **what** success he/she had in ending slavery. Please fill in this shared Google doc with your information.
 * 4) Has slavery ended? Take this survey to see if any slaves work for you now. (**Works best in Google Chrome.**)

=__Assignment 11- Revolution Project__= Use these resources to help you as you work on your project. You must hand in the following by Thursday March 29 at 3:30:
 * 2011 **
 * InfoPlease Country Information
 * CIA's World Factbook
 * Ducksters Brief Histories
 * Keyword searches: "Mexico revolution 1810"
 * [[file:Grade8RevolutionProjectDirectionsandRubric.pdf]]
 * [[file:RevolutionProjectOrganizer.pdf]]
 * Your presentation
 * A complete and accurate script of what is presented in your project
 * A bibliography (use noodle tools or easybib to format)

//“Give me Liberty or Give me Death”// Patrick Henry For the last few weeks we have been studying the 13 Colonies’ move towards independence from Britain. Once independence was declared, the American Revolution began. Instead of being ruled by the monarchy of King George III, the Americans wanted to be free and independent. With the conclusion of the American Revolution, the Americans became free and established the United States.

Project Objectives : Your project will be presented in three parts. Answer these questions for all the parts.

Part 1: The first part of your presentation must present and explain at least three meaningful and important similarities and differences (must have at least one of each) between the American Revolution and the revolution you chose.

Part 2: You will present two perspectives in the first-person about a revolution in another country. One perspective will be from the people who are rebelling and the other perspective will be from the government/people/country in power/control. You must present and explain an answer to each of the following focus questions:
 * Who was the government in control? (Don’t simply give a name, you must provide background information.)
 * What caused discontent? (i.e. Why are people upset?)
 * How did the people react?
 * How did the government in power/control react towards the people?
 * What were the steps taken towards achieving independence/freedom?
 * Boycotts?, Protests?, Petitions?, a Declaration of Independence?, etcetera
 * Who were some of the key players in the struggle for independence/freedom? Include individuals, countries and/or groups (eg. Sons of Liberty).
 * What were the final outcomes of the struggle for independence/freedom?
 * Independence?, A new government?, Peace Treaty?, A New Constitution?, A Bill of Rights?, etcetera
 * <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 13px; text-decoration: none; vertical-align: baseline;">What is the status of the country today? Provide a brief summary of what has happened in the country since the revolution.

<span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 13px; text-decoration: none; vertical-align: baseline;">Part 3: Now you will present your own perspective about this revolution. Your perspective should be based on the information you have gathered. Answer these focus questions when presenting your perspective.
 * <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 13px; text-decoration: none; vertical-align: baseline;">Did the people have a right to rebel? Explain.
 * <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 13px; text-decoration: none; vertical-align: baseline;">Was the government’s/leader’s reactions to the people appropriate? Explain.
 * <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 13px; text-decoration: none; vertical-align: baseline;">Do you agree or disagree with the actions of each side? Explain.
 * <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 13px; text-decoration: none; vertical-align: baseline;">Was the final result of the revolution worth the bloodshed and conflict? Explain.

<span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 13px; text-decoration: none; vertical-align: baseline;">You will present your research in one of the following formats: <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 13px; text-decoration: none; vertical-align: baseline;">Due Dates: <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 13px; text-decoration: none; vertical-align: baseline;">All projects for all blocks will be due by **3:30pm Thursday, March 29, 2012.** <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 13px; text-decoration: none; vertical-align: baseline;">We will watch the presentations in class when we return from spring break.
 * <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 13px; text-decoration: none; vertical-align: baseline;">VoiceThread
 * <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 13px; text-decoration: none; vertical-align: baseline;">iMovie
 * <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 13px; text-decoration: none; vertical-align: baseline;">Pages/MS Word Newsletter
 * <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 13px; text-decoration: none; vertical-align: baseline;">PowerPoint/Keynote Presentation
 * <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 13px; text-decoration: none; vertical-align: baseline;">Create a Website
 * <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 13px; text-decoration: none; vertical-align: baseline;">Create a Wiki
 * <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 13px; text-decoration: none; vertical-align: baseline;">Another idea? Talk to Mr. Tabbara or Mr. Maurer.

You must hand in the following by Thursday March 29 at 3:30:


 * Your presentation
 * A complete and accurate script of what is presented in your project
 * A bibliography (use noodle tools or easybib to format)

<span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 13px; text-decoration: none; vertical-align: baseline;">Grading: This project will be worth 64 points. Check the rubric to see more details about grading.

=__Assignment 10__= The US Constitution contained a section called the Bill of Rights (see below). They were 10 amendments that explained the rights people have. Choose any **three** amendments below (or use the kid-friendly version). **Make connections with what we studied about US history** and **clearly** explain why you think each one was written into the Bill of Rights. Write the answers in your notes.
 * The Bill of Rights (kid-friendly version)**
 * The Bill of Rights**
 * [|Amendment 1 - Freedom of Religion, Press, Expression]
 * [|Amendment 2 - Right to Bear Arms]
 * [|Amendment 3 - Quartering of Soldiers]
 * [|Amendment 4 - Search and Seizure]
 * [|Amendment 5 - Trial and Punishment, Compensation for Takings]
 * [|Amendment 6 - Right to Speedy Trial, Confrontation of Witnesses]
 * [|Amendment 7 - Trial by Jury in Civil Cases]
 * [|Amendment 8 - Cruel and Unusual Punishment]
 * [|Amendment 9 - Construction of Constitution]
 * [|Amendment 10 - Powers of the States and People]

=__Assignment 9- Constitutions Around the World__=
 * Directions:** Using the source below, compare the US Constitution to any other constitution from any other country. Make a 'T' chart, **IN YOUR NOTES**, and write down the similarities between the US Constitution and another constitution. You should use these key words to search for information in each constitution:
 * citizen(s)
 * right(s)
 * religion
 * opinion(s)
 * freedom

Source:
 * Constitutions Around the World

=__Assignment 8- Current Events in Libya__= __**You Say You Want a Revolution?**__ media type="youtube" key="hKrmRU97im0" height="315" width="420"
 * Sources:**
 * **Kids News About Libya (two web pages of info)**
 * Social Studies for Kids Current Events- Libya
 * Libya After the Revolution
 * Al Jazeera Timeline of the Libyan Revolution
 * Directions:** Use this graphic organizer ([[file:Libya Compare Organizer.pdf]]) to compare the American Revolution with the recent Libyan Revolution. Fill in the information using the four sources above. You **must** use all the sources because they have different information.

=__Assignment 7- Battles of the Revolution__=
 * Directions**: With a partner, create a "Key Battles of the American Revolution" map using MyGreatMaps. Choose the 13 colonies map. Each partner must embed the map you and your partner make on his/her own wiki page.


 * Step 1:** Label all 13 colonies with text labels (1/2 point each).

=__Assignment 6__- The Declaration of Independence=
 * Step 2**: Label (using stars) the following events and battles in the American Revolution on the map (1/2 point each):
 * Battle of Lexington and Concord
 * Fort Ticonderoga
 * Battle of Bunker Hill
 * Battle of Long Island (aka Battle of New York)
 * Battle of Trenton (aka Washington Crossing the Delaware)
 * Battle of Saratoga
 * Winter at Valley Forge
 * France and Spain enter the war (Be creative where to label)
 * Battle of Savannah
 * Battle of Charleston
 * Battle of Yorktown
 * Treaty of Paris (Be creative where to label)
 * Step 3**: For __**each**__ event or battle you must create a note that gives the following information:
 * date it happened (1/2 point)
 * where it happened (1 point)
 * a two to three sentence summary of the event or battle (3 points)
 * Resources**: The following resources are all you need for this assignment.
 * HA! Textbook page 98
 * Interactive battle map
 * American Revolution Timeline
 * Grading:** In addition to the points above, you will be graded on the quality of your map including neatness, organization (easy to read, title), and spelling and grammar (3 points). **Total of 20 points**.
 * Match these eight phrases to the eight excerpts in your HA! Notebook (page 36 & 37). Drawing a sketch is optional.**

//We are going to tell why the king is mean. He won't pass any laws that help us.//

//We make the government. The purpose of government is to protect our rights.//

//When we complain to the king, he just becomes meaner. He shouldn't be our king.//

//The king has been very mean. He wants to order us around.//

//When the government does not protect our rights, we can get rid of it. Then we can start a new government.//

//We want to explain why we don't want to be part of Britain.//

//We are not going to be part of Great Britain.//

//Everybody knows we are all equal. God gave us certain rights. Nobody can take those rights away.// = = =__Assignment 5__= Please click here to take the Quarter 2 Unit Survey. Recall the following activities to answer the questions in the survey. Choose Q2 for question 4, and the unit name is "Independence & Emerging Governments". =__Assignment 4__**-Colonial Town Meeting Nameplates**=
 * Unit 2, Assign. 11- Perspective activities (Slaves, Colonist, Native Americans) and their videos
 * Unit 3 Assigns., 1 to 4- Paper tax in classroom, Patriot/Loyalist Debate, Graffiti Posters, John Adams Video, Story of US Video
 * Geography Europe Assignments

1. Read the info about your character and underline/circle important information about their perspective. 2. On the notecard on the lined side, **__neatly__** write down three or four key ideas that the character believes in. 3. On the blank side, __**neatly**__ write your character's full name in big letters. 4. Under the name, give a quote from your character about his/her view on independence. If no quote, make a quote that he/she would likely say. 5. You may add color or decorations.
 * Topic: Should the 13 Colonies declare independence from Britain? **
 * Patriots/Loyalists**

1. Read the info about your character and underline/circle important information about their perspective. 2. On the notecard on the lined side, __**neatly**__ write down at least five questions that the character might ask a Patriot and a Loyalist. Split up the questions, like two for Patriots and three for Loyalists. 3. On the blank side, __**neatly**__ write your character's full name in big letters. 4. Under the name, give a quote from your character about his/her view on why he/she is neutral. If no quote, make a quote that he/she would likely say. 5. You may add color or decorations.
 * Neutralists**

=__Assignment 3__= Flashback to 1775. You are living in the American colonies and tensions have been building with the British for over ten years. As a **Patriot** you are SICK of King George telling you what to do and how to live your life – he doesn’t even know what life in America is like! One of your friends from the Sons of Liberty mentioned the idea of creating flyers to express your grievances against Britain. This might be just the thing you need to get your frustrations out in the open. As a **Loyalist**, you are very nervous about what is happening and you would like a peaceful end to these problems. You still think that King George III and the British Parliament will help solve these problems in a peaceful way and non-violent way. You and your Loyalist friends have decided to start creating flyers to try to persuade people to see that all these acts and laws that have been passed were actually for the benefit of the colonists.
 * Graffiti Wall**


 * Your task:** You and your partner will be given one event below. You will decide who will take the Patriot perspective and who will take the Loyalist perspective. Then create a flyer from your perspective to go on the graffiti wall that verbalizes why you are upset at or support Britain.

· Proclamation of 1763 · Stamp Act of 1765 · Quartering Act of 1765 · The Townshend Acts of 1767 · The Boston Massacre of 1770 · The Tea Act of 1773 - The Boston Tea Party 1773 · The Intolerable Acts of 1774
 * Possible Event/Law Choices:**

· Catchy slogan (e.g: “We want to STAMP OUT your Stamp Act!” or "The Tea Act = Cheaper Tea!" or "British Soldiers Kill Supporters!" or "Patriot Mobs are Evil Blobs") · Original graphics or images in COLOR · Text that explains why the colonists (Loyalists or Patriots) are upset or support the event/law.
 * Flyer Requirements:**


 * Grading: **


 * -- ** **0 to 2 points** for a catchy and original slogan (ex: “We want to STAMP OUT your Stamp Act!” or "The Tea Act = Cheaper Tea!" or "British Soldiers Kill Supporters!" or "Patriot Mobs are Evil Blobs")

**--0 to 2** **points** for **original** and **creative** graphics or images in COLOR

**--0 to 3 points** for text that __clearly__ explains why the colonists (Loyalists or Patriots) are upset or support the event/law.The text must be written from the your chosen perspective.

**--0 to 3 points** for the overall quality of your flyer...neatness, organization, spelling and grammar. **Total- 10 points**

Due Date: Check our calendar for your block's due date. = = =__Assignment 2__= Use or print out this PDF to take notes on Chapter 5 from your HA! textbook--->. Keep up with the readings and notes and review the information to prepare yourself for the class debate between Patriots, Loyalists, & Neutralists. =__Assignment 1__= 5.1 Introduction An almost full moon cast a pale light over Boston on April 18, 1775. But the night was anything but quiet. Mounted on Brown Beauty, one of the fastest horses in Massachusetts, Paul Revere woke up the countryside with alarming news. British troops stationed in Boston were on the move! They had orders to march to the nearby town of Concord and seize weapons that the colonists had stored there. This was news that local ** Patriots ** had been waiting for. Patriots were Americans who believed that the colonies had the right to govern themselves. On hearing Revere’s warning, Patriots around Concord grabbed their muskets and prepared to meet the British troops. The same news filled ** Loyalists ** with dread. Loyalists were Americans who felt a deep loyalty to Great Britain. They saw themselves as faithful subjects of the king. They were horrified by the idea of taking up arms against British troops. How did colonists become so divided in their feelings about the British? As you read in the last chapter, most Americans were content with British rule in the early 1700s. In this chapter, you will learn what happened to change the relationship between Britain and the colonies. The story begins in the 1750s, when Britain and the colonies fought a war against the French and their Indian ** allies (partners) **. The French and Indian War left Britain with huge debts and a vast new empire to protect. To solve its problems, the British government passed new laws that tightened its control of the colonies. Some of these laws also placed new taxes on the colonists. Americans were stunned. They had always had the right to make their own laws and taxes. Suddenly, Britain was changing the rules. It wasn’t right, the colonists protested. It wasn’t fair! You probably know just how they felt. In this chapter, you will see how these feelings led the colonists to the brink of war.
 * Directions: Read the following paragraph and answer the questions in your __notebook__.**
 * From HA! Textbook Chapter 5**
 * Toward Independence**

1. Why were British troops marching toward Concord? 2. Who were the Patriots? 3. What did the Patriots do when they heard about the British troop movement? 4. Who were the Loyalists? 5. How did the Loyalists feel about war with Britain? 6.Why did many colonists feel Britain was being unfair?

=__2010__= =__Assignment 8- "The Quilt of Rights"__= >> John Adams said we must **fight** >> 'cause King George's rule isn't **right**. >> The Articles were not **loved** >> but the Constitution fits like a **glove.** =__Assignment 7__=
 * Task**: You will be given one of the amendments in the Bill of Rights and you will create a section for our class "Quilt of Rights". Your section must include:
 * a title that shows number and amendment (e.g. 3rd amendment NOT amendment three)
 * a large original drawing that clearly represents the amendment
 * at least four different colors (no pencil)
 * a rhyming couplet that clearly describes/summarizes your amendment. Here are example of couplets related to John Adams and the Articles of Confederation:
 * __**Example 1**__
 * __**Example 2**__
 * Task:** You and your classmates will work collaboratively to learn about the growth of the United States. You (and your partner) will be responsible for answering **one** question in EtherPad about the growth of the United States. You will do simple research using the pdf called 'Growth of a Nation' from our resources section to answer one question given to you in class. Your answers must be given in bullet form in EtherPad. You will expand your answers to the class in your presentation to help your classmates answer all of the questions.

__**Completed EtherPads (open with Firefox, Safari or IE)**__ 8B EtherPad Collaboration> 8F EtherPad Collaboration> 8G EtherPad Collaboration> = =
 * Step 1:** Read the section for your question and make sure you understand the information (some of it is challenging).
 * Step 2:** Click your block's Etherpad link below and add your name(s) according to the directions given in class. Then go to your assigned question and answer the question in bullet form **below your question**. Your bullets will be used to help you with your presentation to the class.
 * Step 3**: Peer Feedback. Once you're done with your question, you must give feedback to two groups (one above and one below your question) about their answers to their questions. Read the section that answers their questions and write down feedback below their answer to help them. Your feedback must help your classmate by giving clear suggestion/corrections/improvements to their answers.
 * Step 4:** Present your information to the class.
 * Step 5:** While listening to the presentations, write down each question and write down the answers. If you need more information, you can go to the resources section and look at the pdf for the answer.

=__Assignment 6- Articles of Confederation WebQuest__= Click here to go to the WebQuest.

=__Assignment 5- Revolution Project__= Use the directions and the rubric in this pdf ---> for your project. Use the list below to choose a revolution that you will compare with the American Revolution. The year after each revolution indicates the year that the revolution started so you don't get confused with another revolution that may have happened in that country. Once you have chosen your revolution, use this organizer ---> to help you with your research __**Revolution Choices**__ The Russian (February) Revolution (1917) The Haitian Revolution (1791) The Chinese Revolution (1949) The Mexican War of Independence (1810) The August Revolution in Vietnam (1945) The Iranian Revolution (1979) The Romanian Revolution (1989) The Boer Wars (Revolution in South Africa, 1880) The Cuban Revolution (1956) The French Revolution (1789) The Bangladesh Liberation War (1971) The Bolivian Revolution (1952) The Algerian War of Independence (1954) India's Independence Movement (1900)
 * http://www.socialstudiesforkids.com/subjects/frenchrevolution.htm

=__Assignment 4__= __**You Say You Want a Revolution?**__ media type="youtube" key="CzCjGgrewYY" height="234" width="288"
 * Sources:**
 * A Guide to the Protests in Egypt
 * What's Going on in Egypt?
 * Egypt's Revolution
 * Task:** Now that we are finished with the American Revolution, your next project will be to compare the American revolution with another revolution of your choice. To prepare you for this and to give you some practice, you will compare the American Revolution with the recent Egyptian Revolution. You will use the same comparisons when you compare the American Revolution with a revolution of your choice.
 * Directions:** Use the graphic organizer ([[file:Egypt American Rev Compare Organizer.pdf]]) given to you in class and compare the American Revolution with the recent Egyptian Revolution. Fill in the information using the three sources above. You must use all three sources because they all have different information.

=__Assignment 3__= In pairs or threes you will bring one section from chapter 7 to life!! Your group will act out the information in an **educational** and **entertaining** way. Your performance must **clearly** provide your audience with information that will give them answers to the Reading Notes for your section in our History Alive Notebook. Remember that your classmates haven't read your section, and it's up to you to provide clear information so they can answer each question clearly. You will be **graded** on how **clearly** you give us the information to answer the questions in your section. Here are the steps to follow to create an **educational** and **entertaining** Act It Out script. =__Assignment 2__= Directions: Use the following pdf to answer your questions about the document you got in class.
 * Directions for the Revolutionary War Act It Out!**
 * 1) Obviously, the first thing is read your section together. Also pay attention to the picture and the caption in your section.
 * 2) Write the answers to the questions in your History Alive notebook. Do only the questions, not the sentence prompts.
 * 3) Now figure out what kind of performance you are going to create:
 * Will you be the people mentioned in your section who are discussing the topic related to your section?
 * Will your performance be like a newscast and you are reporters?
 * Will you be ordinary colonists talking about what is happening during the revolution?
 * Any other ideas?
 * 1) Now start writing a script. This script must be approved before you begin practicing it. Your script must also incorporate information about the picture in your section. Remember that your script must include **clear** answers to those questions you already answered in step 2..
 * 2) Start rehearsing your Act It Out. Find another group and Act It Out in front of them to get feedback.
 * 3) Now perform it for the class. You may use your notes during the performance but no props of any kind. The picture from your section will be displayed behind you so people can see and hear what you are talking about.

=__Assignment__= Flashback to 1775. You are living in the American colonies and tensions have been building with the British for over ten years. As a Patriot you are SICK of King George telling you what to do and how to live your life – he doesn’t even know what life in America is like! One of your friends from the Sons of Liberty mentioned the idea of creating flyers to express your grievances against Britain. This might be just the thing you need to get your frustrations out in the open.
 * “Kill the King!” Graffiti Wall**


 * Your task:** Use two of the events chosen for you that caused rising tensions between the colonists and the British. Then create a flyer to go on the graffiti wall that verbalizes why you (as a colonist) are upset at Britain. Remember that you are trying to get information out to other colonists! (If you'd like to do the Boston Massacre instead of one of the events below, please speak to Ms. K or Mr. T.)

· Catchy slogan (ex: “We want to STAMP OUT your Stamp Act!” or "King George is a tyrant!") · Original graphics or images in COLOR · Text that explains why the colonists are upset about the event
 * Flyer Requirements:**

· Proclamation of 1763 · Stamp Act of 1765 · Quartering Act of 1765 · The Townshend Acts of 1767 · The Boston Massacre of 1770 · The Tea Act of 1773 · The Intolerable Acts of 1774
 * Possible Event Choices:**

Due Date: Check our calendar for your block's due date.