WHAT’S MY ADDRESS?THE PATH TO THE

REVOLUTIONARY WAR

Kathy Cali & Jill Helms

What's My Address 2

Learning ObjectivesCA History-Social Science Standard5.1.1 Understand how political, religious, and economic ideas and

interests brought about the Revolution (e.g., resistance to imperial policy, the

Stamp Act, the Townshend Acts, taxes on tea, Coercive Acts).

CA English-Language Arts Standard2.1 Understand how text features make information accessible and

usable.

2.3 Discern main ideas and concepts presented in texts, identifying and assessing evidence that supports those ideas.

2.4 Draw inferences, conclusions, or generalizations about text and support them with textual evidence and prior knowledge

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So, what are we doing? Pretend you are a

political activist or English loyalist in Colonial America.

You want to let people know the impact of a recent speech, event or law passed

Make a postcard giving your interpretation

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How do we do that? Choose one of the

examples provided Create an “address” for

your post card The address gives clues

about the meaning of the speech, law, or event.

Include a picture that represents the impact of the speech

Write a brief message explaining its importance.

What's My Address 5

Show me please!Dear Friend,

Our news travels so slowly here in the colonies that need to form the Committees of Correspondence. Our members from different colonies will write letters to one another to keep abreast of the events brought down on us from the British Parliament. Boston formed the first committee in 1764, and the following year, New York followed suit. By keeping informed of these abuses, we all can support each other . Mr. Samuel Adams wants all the colonies to protest laws and orders issued by the British government. It will be great if every colony would boycott British goods. That will teach them to mess with us.Yours in the cause,Jill Helms

Kathy Cali1764 Gossip WayCommunication, MA 14812

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And on the other side?

What's My Address

What are my choices?(click on the picture to go to research websites)

7

The ProclamationOf 1763

1St Continental Congress

The Coercive Acts

The Tea Act“Give me liberty or give me death!”

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What’s the “code”?Address DescriptionWay Suggests a solution to a problemDrive Charts a new course of direction, announces new policyCircle Tries to bring closure to an issue; marks the end of an eraLane Raises issues associated with historical memoryCourt Someone is flirting with or “courting” disasterPlace Sets elements for an historical momentBlvd. Someone is lying

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Find the Facts

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What is the SPECial Significance?

Social: having to do with people in groups, how they live together, gender (male or female), economic status and ethnicity (characteristics of a culture)

Political: having to do with gaining, seeking, and organizing power, events related to the function of government – making laws, enforcing laws and explaining laws

Economic: having to do with how people meet their basic material needs; producing, distributing and consuming (using) goods and services; includes trade, money and taxes

Cultural: having to do with the technology, arts and institutions of a group of people at a given time; includes behavior and values, religion.

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How will I know?Main Idea

SPEC

Social

(notes)

Political

(notes)

Economical

(notes)

Cultural

(notes)

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How will I be graded?

Windsock Book Project: Grading Rubric

Score

Area Assessed

1 The student is consistently

performing below grade level in standard.

2 The student has achieved

partial mastery of standards with 60-74% mastery.

3 The student consistently

meets standards with 75-89% accuracy.

4 The student consistently

meets standards with 90-100% accuracy.

Reading:

Comprehension of Informational

Materials

-Cannot discern the main idea of the selection. -Events are not presented in sequential order and do not clearly relate to the big idea.

-Attempts to discern the main idea of the selection but lacks sufficient evidence. - may not clearly relate to the big idea. -Most events are presented in sequential order

Demonstrates the following: -Discerns the main idea of the selection. - most facts relate to the big idea. -All events are presented in sequential order

Demonstrates the following and uses additional insights to explain the following: -Discerns the main idea of the selection - Clearly relates facts to the big idea. -All events are presented in sequential order

Application:

Construction of the “postal address”

Unable to make connection of information to the street name and elements of the address .

Street name and elements of the address somewhat relate to the event/speech/policy

Street name accurately corresponds to paragraph perspective Some elements reflect the event/speech/policy

Street name accurately corresponds to paragraph perspective. All required elements reflect the event/speech/policy

Writing: Language Conventions

Sentence structure, grammar,

punctuation, capitalization, spelling

-Numerous errors in punctuation, capitalization, sentence structure, and spelling

-Noticeable errors in capitalization & punctuation throughout. -Rarely uses complex sentence structure -Consistently misspells words

Some errors, but not a distraction: -Correct capitalization & punctuation throughout. -Consistently uses complex sentence structure -Consistently spells words correctly

-Consistently uses: -correct capitalization & punctuation throughout. - complex sentence structure - correct spelling

APPENDIXThe following slides are teacher

references

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The First Continental Congress

http://www.kidport.com/reflib/usahistory/americanrevolution/Video/FirstContCongress.htm

http://www.ushistory.org/declaration/related/congress.htm

http://www.u-s-history.com/pages/h650.html

http://www.kidport.com/reflib/usahistory/americanrevolution/firstcongress.htm

http://library.thinkquest.org/TQ0312848/ccf.htm

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The Proclamation of 1763

http://www.kidport.com/reflib/usahistory/americanrevolution/Video/FirstContCongress.htm

http://www.ushistory.org/declaration/related/congress.htm

http://www.u-s-history.com/pages/h650.html

http://www.kidport.com/reflib/usahistory/americanrevolution/firstcongress.htm

http://library.thinkquest.org/TQ0312848/ccf.htm

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The Coercive Actshttp://www.u-s-history.com/pages/h647.html

http://www.historyhome.co.uk/c-eight/america/coercive.htm

http://teachingamericanhistory.org/library/index.asp?document=489

http://www.ga.k12.pa.us/academics/ls/4/sstudies/colonial/4k/4k98/4keoj.htm

http://www.mrnussbaum.com/history/btparty.htm

http://www.history.com/this-day-in-history/british-parliament-adopts-the-coercive-acts

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The Tea Acthttp://www.ushistory.org/declaration/related/teaact.htm

http://www.socialstudiesforkids.com/wwww/us/teaactdef.htm

http://www.boston-tea-party.org/tea-act.html

http://www.u-s-history.com/pages/h1248.html

http://www.youtube.com/watch?v=hk06HNe00io

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“Give me liberty or give me death”

http://libertyonline.hypermall.com/henry-liberty.html

http://www.history.org/almanack/life/politics/giveme.cfm

http://www.youtube.com/watch?v=iEOets_L7vg

http://www.ushistory.org/declaration/related/henry.htm